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From Toolkit to Treasure Chest. Using the JCPS World Language Learning Materials. Learning Target I can use unit assessments and accompanying rubric to show students have met the Kentucky Standard for World Language Proficiency. Our Learning Target.
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From Toolkit to Treasure Chest Using the JCPS World Language Learning Materials Learning Target I can use unit assessments and accompanying rubric to show students have met the Kentucky Standard for World Language Proficiency.
Our Learning Target I can use unit assessments and accompanying rubric to show students have met the Kentucky Standard for World Language Proficiency. • I can access the JCPS World Language Documents and use them in my classroom. • I can use the JCPS World Language Rubric to evaluate student work.
Accessing the JCPS World Language Documents Learning Target: I can access the JCPS World Language Documents and use them in my classroom.
JCPS Documents on the Web JCPS World Language Assessment Documents http://bit.ly/qYZOVr My SkyDrive http://bit.ly/pimsS0
Using the Rubric Learning Target I can use the JCPS World Language Rubric to evaluate student work.
How would you rate these? • Hi. I’m Liz. I’m 16 years old. I’m from Antarctica. My phone is 938-4093. My birthday is April 4. Goodbye. • Hey, my name is Liz. I’m 16 and my birthday is April 4. My telephone number is 938-4093. What’s your name? Goodbye. • Hi. Me Liz. 16 years. I am from Antarctica. 938-4093. Birthday 4 april. By.
Our Learning Target I can use unit assessments and accompanying rubric to show students have met the Kentucky Standard for World Language Proficiency. • I can access the JCPS World Language Documents and use them in my classroom. • I can use the JCPS World Language Rubric to evaluate student work.
E-mail and Links • Alice Spagnolaalice.spagnola@jefferson.kyschools.us JCPS World Language Assessment Documents http://bit.ly/qYZOVr My SkyDrive http://bit.ly/pimsS0
What have JCPS teachers learned to do to ensure student success? • Focus on… • Plan to reach… • Assess students according to… Proficiency Targets
What does proficiency mean? What's proficiency? Some rights reserved by Janrito Karamazov
Proficiency is like…Pizza You start eating at the point of the pizza and there’s really not much there. As you eat more there is more and more cheese (and toppings*) for you to eat, until finally you get to the crust and not everyone eats that. *All people don’t eat the same toppings.
Proficiency is like…Pizza You start eating at the point of the pizza and there’s really not much there. When you start learning a language there’s very little you can do with the language because there’s not much there.
Proficiency is like…Pizza The farther up the pizza slice you eat, the more there is to eat. The more language you learn, the more you can do with the language.
Proficiency is like…Pizza Some people eat the crust and some don’t. Some people speak language at the superior level, and some never achieve that (even in their native language).
Proficiency is like…Pizza Some people eat a cheese pizza, others eat pepperoni, while others eat only veggies, and that’s ok. When it comes to learning a language, not everyone learns the same vocabulary, and that’s ok, too.
Proficiency is like…Pizza Superior Advanced Intermediate Novice
Proficiency Levels - Novice • I can… • use words to provide basic information. • use lists of words, memorized phrases and occasionally a short sentence when I respond to simple questions. • be understood with difficulty by someone accustomed to a language learner.
Novice Writing Sample Because me want the learn at America. I come to America by airplane. My granmather go to the America very longtime. I come with my granmather and my father. I come to America. Me see the America. America is the beautiful. But me miss the Thailand and my mather. I learn for future. Taken from Teaching Language in Context Workbook, Elizabeth Rieken, Heinle & Heinle Publishers, 1993 What’s going on in the sample? • Writer can use simple simple structure and familiar vocabulary to express basis autobiographical information • Sentences are short; consist mainly of memorized material that writer cannot use creatively yet • No attempt to connect sentences to create more cohesion • Writing has a number of inaccuracies
Proficiency Levels - Intermediate • I can… • use words and expressions from topics related to daily activities and personal environment. • use simple sentences and strings/series of sentences, mostly in present tense with occasional past and future usage when I: • participate in a conversation • ask and answer questions • participate in a transactional situation (ex. ordering food, buying clothes, getting tickets) • easily be understood by someone accustomed to a language learner.
Intermediate Writing Sample The task was to write about what the student would do if he or she were the parent of a student who was in trouble at school for fighting and lying. If I am the parent—first thing I don’t get mad—because the boy’s 5 or 6 year’s old is not a crazy. he just want a fun. I try to find out the answer. Why he make that story and tell him you mabe that story is wrong. You can’t do that again. Taken from Teaching Language in Context Workbook, Elizabeth Rieken, Heinle & Heinle Publishers, 1993 • What’s going on in the sample? • Some evidence of conscious organization but little cohesion • Writer has gone beyond memorized material, creating sentences to form a simple narrative • Present tense not fully controlled; past tense beginning to emerge • Vocabulary is limited and many syntactic errors • Native speaker used to dealing with foreigners could get the gist
