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

2. National Standards The national standards are not national mandates, but are guidelines to encourage curriculum development to promote higher student achievement. The national standards are not national mandates, but are guidelines to encourage curriculum development to promote higher student achievement. The standards do not describe 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. The standards do not describe 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.

3. National Standards The national standards suggest the types of activities and experiences needed to help students achieve the 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. 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 Developed by a coalition of four national language organizations (including ACTFL, the American Council on the Teaching of Foreign Languages). Developed by a coalition of four national language organizations (including ACTFL, the American Council on the Teaching of Foreign Languages). Used as a foundation for the development of state standards and curriculum frameworks. Used as a foundation for the development of state standards and curriculum frameworks.

5. Curriculum Framework Resource and guide for local education communities as they restructure their schools and improve their programs. Resource and guide for local education communities as they restructure their schools and improve their programs.

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

7. Next Generation Sunshine State Standards The Next Generation Sunshine State Standards are state-mandated sets of higher level 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. The Next Generation Sunshine State Standards are state-mandated sets of higher level 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.

8. 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.

9. Components of the Next Generation Sunshine State Standards The subject or discipline (e.g., world languages) The subject or discipline (e.g., world languages) Grade level (for world languages, it is K12 because world language programs do not tend to be perfectly Grade level (for world languages, it is K12 because world language programs do not tend to be perfectly articulated from K articulated from K through 12 th grade.) through 12 th grade.)

10. Components of the Next Generation Sunshine State Standards Strand: Language proficiency levels Strand: Language proficiency levels –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)

12. Help for determining appropriate development level Novice Learner: K-4, 5-8, 9-10 Novice Learner: K-4, 5-8, 9-10 Intermediate Learner: K-8, 7-12 Intermediate Learner: K-8, 7-12 Pre-Advanced Learner: K-12 Pre-Advanced Learner: K-12 These levels are of course dependent on the students’ prior exposure to the language.

13. Help for determining appropriate development level Levels recommended by the Florida Foreign Language Association: Novice Low-Novice Mid=Level 1 Novice Low-Novice Mid=Level 1 Novice Mid-Novice High=Level 2 Novice Mid-Novice High=Level 2 Novice High-Intermediate Low=Level 3 Novice High-Intermediate Low=Level 3 Intermediate low-Intermediate Mid=Level 4 Intermediate low-Intermediate Mid=Level 4 Intermediate Mid-Intermediate High=AP Intermediate Mid-Intermediate High=AP

14. Components of the Next Generation Sunshine State Standards Standard – similar to “Goals.” Standard – similar to “Goals.” –General statement of expected learner achievement. World Language Standards: World Language Standards: –Standard 1: Interpretive Listening –Standard 2: Interpretive Reading –Standard 3: Interpersonal Communication –Standard 4: Presentational Speaking –Standard 5: Presentational Writing

15. Components of the Next Generation Sunshine State Standards More World Language Standards (derived from the National Standards) More World Language Standards (derived from the National Standards) –Standard 6: Culture –Standard 7: Connections –Standard 8: Comparisons –Standard 9: Communities

16. Components of the Next Generation Sunshine State Standards Benchmark – Similar to “Objectives.” Benchmark – Similar to “Objectives.” –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 alphanumeric code such as: such as: WL.K12.NM.1.1. WL.K12.NM.1.1.

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

18. 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

19. Next Generation Sunshine State Standards The Next Generation Sunshine State Standards are state mandates (laws) that specify what should be taught at which grade level for each content area in grades K-12. The Next Generation Sunshine State Standards are state mandates (laws) that specify what should be taught at which grade level for each content area in grades K-12. The Next Generation Sunshine State Standards can be accessed at: The Next Generation Sunshine State Standards can be accessed at: –http://www.cpalms.orghttp://www.cpalms.org –It is advisable to address as many of them per lesson as possible.

30. How to Use the Standards Let’s say you are to address Goal 3, Standard 1 – 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 Descriptors to determine general types of behavior. Look at the Sample Progress Indicators to determine more specific activities. Look at the Sample Progress Indicators to determine more specific activities. Create activities that address specifically the topic/theme that your lesson is about. Create activities that address specifically the topic/theme that your lesson is about.

31. Let’s Practice! Select a lesson within one of the chapters of World Link. Select a lesson within one of the chapters of World Link. Determine the overall theme/topic of the chapter. Determine the overall theme/topic of the chapter. Using the National TESOL Standard Goal and Standard you have been given, write five activities (in narrative form) that you could have your students do that would address the theme/topic and your Goal and Standard. Or, if some of the activities in your lesson already address your Goal and Standard, write them down. You should ultimately have a total of five activities for your lesson. Using the National TESOL Standard Goal and Standard you have been given, write five activities (in narrative form) that you could have your students do that would address the theme/topic and your Goal and Standard. Or, if some of the activities in your lesson already address your Goal and Standard, write them down. You should ultimately have a total of five activities for your lesson. Each group will then share their activities with the rest of the class. Each group will then share their activities with the rest of the class.

32. Example Theme: Looking for a place to rent. Goal 1, Standard 3 To use English to communicate in social settings: Students will use learning strategies to extend their communicative competence. Activity: Give students a newspaper from the target culture. Looking at rental ads, have them circle words they recognize (perhaps cognates). Then have them try to guess cognates). Then have them try to guess what the rental ad is saying. what the rental ad is saying.

33. While waiting for Junior Achievement, you may… Take a break. Take a break. Check out a textbook to use for your microteach lesson. Check out a textbook to use for your microteach lesson. Check out a professional journal to use for your El Café article. Check out a professional journal to use for your El Café article. Figure out with whom you are going to do the different course assignments. Figure out with whom you are going to do the different course assignments.