Colorado World Languages Standards The 4 C’s

Standards-based instruction Learning with a purpose

Toni Theisen Loveland High School Loveland, Colorado

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

Today’s Essential Question How do teachers design effective instruction aligned with the Colorado World Languages standards? How do teachers design effective instruction to move students along the proficiency continuum?

Learner-centered Put the learner in the center of instruction. There is a BIG difference between just knowing and really understanding.

The learner will….. Review the Colorado Academic Standards Examine the priority learnings-the 3 modes Become familiar with ACTFL proficiency levels How to move from one level to another

The 5 C’s-National Standards

Source: Laura Terrill

. Colorado World Languages Academic Standards

. Thompson Schools World Languages Standards Learning Priorities

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

Interpersonal Mode

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

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:

Interpretive Mode

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.

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:

Presentational Mode

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

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:

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

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.

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

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

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

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

Targeted proficiency ranges for TSD 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

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

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.

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.

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.

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.

. Colorado World Languages Academic Standards

. Thompson Schools World Languages Standards Learning Priorities

Major Levels - Novice The “Parrot”  Lists words/phrases  Attempts at conversation  Memorized language  Telegraphic  Limited topic areas 39 Source :Chantal Thompson

ASSESSING PROFICIENCY Accuracy Pronunciation Grammar Vocabulary Socio-linguistic appropriateness Fluency Pragmatic competence Text Type Words Sentences Paragraphs Extended discourse Functions Creating with language Asking / answering questions Negotiating survival situation Describing / narrating in present, past & future times Negotiating situations with a complication Supporting opinion Hypothesizing Dealing with unfamiliar situations Content & Contexts Topics Social situations..

41 ASSESSING PROFICIENCY ACTFL Proficiency Scale Novice Intermediate Advanced Superior Ability to handle all Advanced tasks + support opinions, hypothesize, deal with abstract topics and unfamiliar situations. No patterns of errors. EXTENDED DISCOURSE Ability to expand on a variety of concrete topics. Can explain, compare, describe and narrate in present, past and future times in a context of connected discourse. Can use diverse language strategies and deal with complications. PARAGRAPH LEVEL Limited to memorized material and enumeration. WORD LEVEL Ability to create with the language, i.e. to recombine and adapt learned material to express personal meaning. Can ask and answer questions about familiar topics and handle a simple situation or transaction. SENTENCE LEVEL © Copyright 2011 by the American Council on the Teaching of Foreign Languages. Any reproduction, distribution or sharing of these materials in part or in whole is prohibited by ACTFL.

INSTRUCTIONAL APPLICATIONS 5. Focus on what students can DO with the language: observable performance vs. assumed knowledge Traditionalapproach Traditional approach Proficiency-oriented approach (use, recycle, expand) + + (block upon block) Source: Chantal thompson.

Conceptual Control 1.Initial presentation and practice 2.Focus on form and accuracy 3.Objective: Understand how it works Source: Chantal Thompson

Partial Control 1.Focus on language use 2.Greater tolerance for inaccuracies 3.Objective: Use /Recycle / Expand Source: Chantal Thompson

Full Control 1.Extensive experience with function in a variety of contents/contexts 2.Focus on functional language use with correctness of form 3.Objective: Full integration 4.Learning to Acquisition Source: Chantal Thompson

ASSESSING PROFICIENCY Accuracy Pronunciation Grammar Vocabulary Socio-linguistic appropriateness Fluency Pragmatic competence Text Type Words Sentences Paragraphs Extended discourse Functions Creating with language Asking / answering questions Negotiating survival situation Describing / narrating in present, past & future times Negotiating situations with a complication Supporting opinion Hypothesizing Dealing with unfamiliar situations Content & Contexts Topics Social situations..

47 ASSESSING PROFICIENCY ACTFL Proficiency Scale Novice Intermediate Advanced Superior Ability to handle all Advanced tasks + support opinions, hypothesize, deal with abstract topics and unfamiliar situations. No patterns of errors. EXTENDED DISCOURSE Ability to expand on a variety of concrete topics. Can explain, compare, describe and narrate in present, past and future times in a context of connected discourse. Can use diverse language strategies and deal with complications. PARAGRAPH LEVEL Limited to memorized material and enumeration. WORD LEVEL Ability to create with the language, i.e. to recombine and adapt learned material to express personal meaning. Can ask and answer questions about familiar topics and handle a simple situation or transaction. SENTENCE LEVEL © Copyright 2011 by the American Council on the Teaching of Foreign Languages. Any reproduction, distribution or sharing of these materials in part or in whole is prohibited by ACTFL.

ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information as well as interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 2. Interpersonal Communication Phase After receiving feedback students engage in communication about a particular topic which relates to the interpretive text. This phase is audio- or videotaped. 3. Presentational Communicative Phase Students engage in the presentational mode by sharing their research/ideas/opinions. Samples presentational formats: speeches, drama, skits, radio broadcasts, posters, brochures, podcasts, websites, etc.

Learner Targets-”I can statements”

“I can” learner logs

Rubrics that align with standards