1. FLE 4333 Week Two
“A student won’t care how much you know until he knows how much you care.” Jaime Escalante

2. National Standards for Foreign Language Teaching
The National Standards (the 5 C’s) are not national mandates (laws), but are guidelines to encourage curriculum development to promote higher student achievement.
The standards do not reflect the current status of foreign language education in the U.S. They are based on a perfectly articulated K-12 foreign language program, which tends not to exist in the U.S. Perfectly articulated means that the language program starts in kindergarten and each subsequent year builds upon the previous year.

3. National Standards
The National Standards suggest the types of activities and experiences needed to help students achieve the standards.
They must be used along with state and local standards and curriculum frameworks to determine the best approaches and reasonable expectations for language students in each school district and each school.

4. National Standards for Foreign Language Learning – Additional Information
Developed by a coalition of four national language organizations (including ACTFL, the American Council on the Teaching of Foreign Languages, which is the largest second language professional organization in the world).
Used as a foundation for the development of state standards and curriculum frameworks.

5. Curriculum Framework
There is so much to teach. How on earth do you know what to teach for your content area and developmental level of your students? A curriculum framework is your answer.
A curriculum framework is a resource and guide for local education communities as they restructure their schools and improve their programs.
For world languages in Florida, the curriculum framework is based on the National Standards for Foreign Language Education.
Not all states use the National Standards for Foreign Language Education as a basis for their curriculum framework.
However, the National Standards are used in some form by some countries.

6. The Five C’s of Foreign Language Education
Communication
Cultures
Connections
Comparisons
Communities

7. Let’s Review: The Five C’s of Foreign Language Education
Take this time to review what each standard (each C) stands for and what types of activities would constitute each particular C.
Communication
Cultures
Connections
Comparisons
Communities

8. The Five C’s of Foreign Language Education
If you need additional explanation regarding what
constitutes the different C’s and what the C’s
would look like if addressed in a lesson, the following video is excellent:
If you refer to the Viewing Chart on the site, you can pick and choose which C (and which lesson) you would like to view.

9. Next Generation Sunshine State Standards
Florida is one of the states that uses the National Standards in Foreign Language Teaching as the foundation of its state standards for world languages.
Florida standards are known as the Next Generation Sunshine State Standards (for most content areas) and Florida Standards (for English and Math).
The Next Generation Sunshine State Standards are state-mandated sets of student achievement standards for Florida public schools that stipulate what students should know and be able to do by the end of specified developmental levels.
EVERY lesson plan has to address at least one standard. Standards have to be included in EVERY lesson plan.

10. Next Generation Sunshine State Standards
Let’s take a look at what Florida’s standards look like! Go to CPALMS at cpalms.org and explore the site. At that site, you can find standards, lesson plans, resources, etc.
Check out the Standards.

11. Next Generation Sunshine State Standards
When you get to the Browse and Search Standards page, cursor down to “World Languages.”.
The click on Grade level (K-12).
You will see a list of standards. For world languages, standards are specified according to the language learners’ proficiency level, NOT grade level.
Let’s assume that your learners are beginners (novice level), let’s look at the standards under the following link:
Check out some of the standards you see at that link.

12. Example of a Complete Next Generation Sunshine State Standard for World Languages
WL.K12.NM.3.1 Introduce self and others using basic, culturally-appropriate greetings.

13. Alternate Resource for Next Generation Sunshine State Standards (NGSSS) for World Languages
The following resource is, in my opinion, much easier to view for the NGSSS for World Languages. The handout of the Next Generation Sunshine State Standards is available in today’s agenda section of our course wiki. The front page looks like this:

14. Alternate Resource for NGSSS for World Languages
Below is what the subsequent pages of the handout look like. Since we will assume that your students will be beginning language learners, the only column in this handout that you will have to deal with will be the column all the way to the left:

15. What do the different parts of the NGSSS alphanumeric code represent?
WL.K12.NM.3.1
WL: The subject or discipline (e.g., world languages)

16. What do the different parts of the NGSSS alphanumeric code represent?
WL.K12.NM.3.1
K12: Grade level (for world languages, it is K12 because world language programs do not tend to be perfectly articulated from K through 12th grade.)

17. What do the different parts of the NGSSS alphanumeric code represent?
WL.K12.NM.3.1
Strand: Language proficiency levels (depicted visually on the following slide.)
Novice Low/Mid (NM)
Novice High (NH)
Intermediate Low (IL)
Intermediate Mid (IM)
Intermediate High (IH)
Advanced Low (AL)
Advanced Mid (AM)
Advanced High (AH)
Superior (SU)

18. Language Proficiency Levels

19. What do the different parts of the NGSSS alphanumeric code represent?
WL.K12.NM.3.1
Standard – similar to “Goals.”
General statement of expected learner achievement.
World Language Standards (Derived from the 5 C’s):
Standard 1: Interpretive Listening
Standard 2: Interpretive Reading
Standard 3: Interpersonal Communication
Standard 4: Presentational Speaking
Standard 5: Presentational Writing

20. What do the different parts of the NGSSS alphanumeric code represent?
More World Language Standards (derived from the National Standards)
Standard 6: Culture
Standard 7: Connections
Standard 8: Comparisons
Standard 9: Communities

21. What do the different parts of the NGSSS alphanumeric code represent?
WL.K12.NM.3.1
Benchmark – Similar to objectives, which specify precisely what behavior a student should be able to perform at the end of an instructional period.
Most specific level of information
Statement of expectations about student knowledge and skill at the end of specific developmental levels.
Denoted by an alphanumeric code such as:
WL.K12.NM.1.1.

22. Review: Hierarchy of the New Generation SSS components
Subject area = content area, discipline
Grade level = K12 for world languages
Strand: Proficiency level
Novice, Intermediate, Advanced, Superior
Standard = general statement of expected learner achievement (e.g., Interpretive Listening, Interpersonal Communication, Culture, etc.); derived from the 5 C’s.
Benchmark – highly specific statement of what a student should know and be able to do.

23. Decoding the Next Generation SSS
Sample benchmark: WL.K12.IH.3.6
WL = World Languages
K12 = Grade level
IH = Intermediate High
3 = Standard 3 – Interpersonal Communication
6 = Sixth benchmark found under this standard
Description: Use appropriate gestures, body language, and intonation to clarify a message

24. Let’s Practice!
Decode this benchmark. What does each component stand for? The answers are on the next slide. Sample benchmark: WL.K12.NM.1.6 WL = K12 = NM = 1 = 6 =

25. Answers to Previous Slide
How well did you do?
Sample benchmark: WL.K12.NM.1.6
WL = World Languages
K12 = Grade levels
NM = Novice Low/Mid
1 = Interpretive Listening
6 = Follow short, simple directions.
How well did you do? If you got 100%, feel free to send me an to to tell me so!

26. Let’s Practice!
Decode this benchmark. What does each component stand for? The answers are on the next slide. Sample benchmark: WL.K12.NM.8.2 WL = K12 = NM = 1 = 6 =

27. Answers to Previous Slide
How well did you do?
Sample benchmark: WL.K12.NM.8.2
WL = World Languages
K12 = Grade Levels
NM = Novice Mid
8 = Comparisons
6 = Recognize true and false cognates in the target language and compare them to own language.
How well did you do? If you got 100%, feel free to send me an to to tell me so!

28. By the way…
By the way, by visiting Cpalms.org, you completed the “Other” item on your Technology Checklist, an assignment that can be worked on over the course of the semester and that is due on March 8, 2017.
Make sure that you give yourself credit for having completed the above item.

29. There are also National TESOL Standards
There are also National TESOL Standards. You include them in your lesson plans the same way that you do the NGSSS. However, as you can see, they lack the specificity of the NGSSS.
The heading indicates the goal and standard to be addressed.
The descriptors are like goals, indicating general
behaviors.
The sample progress indicators are like objectives – very specific.

39. How to Use the National TESOL Standards
Let’s say you are to address Goal 3, Standard 1 –
To use English in socially and culturally appropriate ways: Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting.
Look at the Descriptors to determine general types of behavior.
Look at the Sample Progress Indicators to determine more specific activities.
Create activities that address specifically the topic/theme that your lesson is about.
This is one of the things you will do when you design your lesson plan for this class. Aren’t you excited?