1. Planning for Proficiency: A Journey Sandy Harvey World Language Coordinator FBISD

2. Connect the Dots As you sign in, please take a handout with red, yellow and green dots attached. On the large poster sheet, place dots beside the terms that you see listed according to the instructions. On your own handout, place the dots in the same places.

3. Share out

4. By the end of the morning session, you will be able to …. Describe novice, intermediate, and advanced levels of proficiency and the their sublevels and talk about what implications they have in language learning. Teach someone the five C’s. Distinguish between the interpretive, interpersonal and presentational modes and describe the assessments for each level.

5. WHY PERFORMANCE BASED?

6. Four Corners What is the main reason that the majority of students study a world language?

7. Would it surprise you to hear that…. A majority of students indicated that wanting to be able to speak a second language was the main reason for studying it? Attrition in Foreign Language Courses: Possible Causes and Solutions (Unpublished doctoral dissertation) Maria Nuzzo, 2006

8. 75% Courtesy of Greg Duncan

9. Think about this… What happens when a student isn’t getting what he wants out of an elective course? What percentage of students will drop that course once the perceived requisite is met? Taken from a presentation by Greg Duncan

10. What will they really remember 5 years from now?

11. Finish this sentence….. I took 3 years of French in High School and……..

12. Performance vs. Knowledge/Achievement

13. ACTFL says … The overarching goal is knowing…. HOW, WHEN, AND WHY TO SAY WHAT TO WHOM FROM THE NATIONAL STANDARDS IN FOREIGN LANGUAGE EDUCATION PROJECT (2006)

14. Standards-Based

15. Begin with the end in mind Would you tell me, please, which way I ought to go from here?' `That depends a good deal on where you want to get to,' said the Cat. `I don't much care where--' said Alice.

16. Begin with the end in mind ` Then it doesn't matter which way you go,' said the Cat. --so long as I get SOMEWHERE,' Alice added as an explanation. `Oh, you're sure to do that,' said the Cat, `if you only walk long enough.'

17. It’s All about the Destination We call them learning targets

18. PROFICIENCY LEVELS

19. Novice Words Phrases Makes lists Attempts conversation Limited topic areas Telegraphic

20. Intermediate Can create with the language Can function with the language Can ask and answer questions Handles simple situations

21. Advanced Full conversational partner Can narrate and describe in all time frames Confident in speaking Can handle a situation with a complication

22. Superior Can hypothesize and support opinions Can carry on both formal and informal conversations Can handle abstract treatment of topics Exhibits no patterned errors

23. Sublevels Novice, Intermediate, and Advanced have three sublevels: –Low –Medium –High Superior has no sublevels.

24. Low Threshold performance Barely there “hanging on” for dear life Sustained but skeletal

25. Medium SOLID Quantity and quality for the level Demonstrates some features of the next level

26. High Functions most of the time at the next higher level Fallen angel – “fall” from above

27. Table Talk Where do you think your students at each level are? Level 1? Level 2? Level 3? Level 4? Level 5?

28. STAMP

29. Question How can understanding proficiency levels be of benefit to your students? To you? To parents?

30. Three Modes of Communication

31. Interpretive Mode Listening Reading Viewing Receptive……..

32. Interpersonal Two-way Interactive Spontaneous No script – not memorized Active negotiation of meaning Face-to-face, telephone, email

33. Presentational Usually formal speaking or writing activities Polished, rehearsed One-way May be memorized

34. Take a Break Be back in 15 minutes!

35. Language a la mode Prepare a poster about your favorite sport presentational Watch a travel video and jot down places of interest interpretive Talk about what to do on the weekend interpersonal

36. Language a la mode Send an email to a Facebook friend. interpersonal Create a graphic organizer for new vocabulary you hear in a video. interpretive Create a skit where you buy something at the store. presentational

37. Back to Backwards Design Stage 1: What should students be able to do by the end of the lesson/unit? What will they need to be able to know in order to do it? Stage 2: How will you know they can perform the performance task? Stage 3: How will you teach them? How will they learn?

38. Stages of Backwards Design 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction

39. I Can Statements Linguafolio

40. Unit Planning 1.Get in groups of 2 – 3, by levels. 2.Select a Unit of Study 3.Select the performance objectives for the unit. 4.Consider an authentic context for the unit. 1. Identify desired results

41. Lunch Be back at 12:45 promptly!

42. Objectives for the Afternoon Session Create a unit of study, along with one interpersonal and one either presentational or interpretive assessment. Develop a daily lesson plan

43. Performance Assessment Greg Duncan FBISD Wikispace

44. Assessment of Interpretive Mode Level One Complete the following sentences: 1. I think this info graphic is about…. 2. In Spanish, allergic reaction is expressed.. 3.

45. Assessment of the Interpersonal Mode

46. Assessment of the Presentational Mode

47. Take a Break Be back in 15 minutes!

48. Brain Break

49. Create your assessment You have 25 minutes in your group to create an assessment for the unit you selected…

50. Share out Gallery Walk

51. Lesson Plan

52. Target Language Use 90%90

53. Thank you for coming today! Please complete an evaluation. Have a fabulous year. Sandy.harvey@fortbendisd.com Twitter: sharvey1237