World Language RESA Training Spring 2013

1. Ann Marie Gunter, World Language Consultantann.gunter@dpi.nc.gov or 919-807-3865 World Language RESA TrainingSpring 2013

2. WLES Reflection on Biliteracy Please respond to the questions on the back of your agenda . . .

3. Introductions In a moment, please share: Your name, district/charter and official title(s) ≤15 word summary on WLES biliteracy reflection

4. Comfort & Considerations Refreshments, Climate & Restrooms Wireless NetworkLogin and password information Electronic GadgetsSwitch phones, computers, iPods, etc. to silent, mute or vibrate Power Strips & Extension Cords

5. Logistics Lunch InformationParking Lot Please use post-its for questions and concernsWLES wiki (http://wlnces.ncdpi.wikispaces.net)has today’s materials posted in the Professional Development section on the RESA 2012-2013 page

6. Today’s Agenda Welcome & Introductions CCSS Literacy & WLES Biliteracy Assessment Performance vs. Proficiency AEs in the World Language Classroom DPI Update Prepare to Share Reflection, Wrap-up & Next Steps

7. Introductions With the room, please share: Your name, district/charter and official title(s) ≤15 word summary on WLES biliteracy reflection

8. College and Career Readiness – and World Readiness? “Common Core Standards define the knowledge and skills students should have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforcetraining programs.” (NGA & CCSSO, 2010) http://www.corestandards.org/

9. Future-Ready Students The guiding mission of the North Carolina State Board of Education is that every public school student will graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st Century.

10. Standard Course of Study (SCS) Common Core State Standards English Language Arts * Literacy Standards for History/Social Studies, Science, and Technical Subjects Mathematics North Carolina Essential Standards Arts Education *English Language Development *Guidance Healthful Living *Information and Technology Science Social Studies World Languages * Common Core Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.

11. Connecting to Serve ALL • How do World Languages prepare students to be future ready? • How do World Languages connect to other content areas? • What are the implications for meeting the needs of all learners as related to World Languages?

12. Key Shifts in ELA:Implications for World Languages

13. Overview to English Language Arts Standards • College and Career Readiness (CCR) Anchor Standards for each strand: • Reading (10 standards in 4 categories) • Writing (10 standards in 4 categories) • Speaking and Listening (6 standards in 2 categories) • Language (6 standards in 3 categories) • Consistent overarching targets (parallel for each grade band)

14. Linking Common Core & World Languages Linking Common Core & World Languages Reading ---------------------------------- Listening Writing ----------------------------- Speaking Speaking and Listening • Conventions • How language functions • Vocabulary Language www.actfl.org/commoncore

15. Three Modes of Communication WLES #3 WLES #2 WLES #1 Culture WLES #4

16. ACTFL Proficiency Levels Advanced – Paragraph Level Narrate and describe in past, present and future and deal effectively with an unanticipated complication Intermediate – Sentence Level Create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions Novice – Word Level Communicate minimallywith formulaic and roteutterances, lists and phrases

17. Proficiency ExpectationsModern Languages

18. Proficiency ExpectationsModern Languages

19. Proficiency ExpectationsClassical Languages

20. A Closer . . . Alignment of the National Standards for Learning Languages with the CCSS ELA

21. Crosswalk of Standards

23. Linking Common Core & World Languages

24. Crosswalk of Standards

26. Overview to English Language Arts StandardsWriting

27. Activity: Online Writing Instruction (OWI) Tasks Read the OWI tasks for Novice levels of proficiency Select 1 OWI task and answer the following questions: • Which WLES programs and courses would this task best fit? Why? • What connections are there to other content areas (NC SCS)? Be ready to share your responses.

28. Common Core: College and Career Readiness Presentational/Interpersonal Interpretive Presentational/Interpretive Presentational/Interpretive Interpersonal How do you help your students develop Common Core literacy? Students: • Demonstrate independence • Build strong content knowledge • Respond to the varying demands of audience, task, purpose, and discipline • Comprehend as well as critique • Value evidence • Use technology and digital media strategically and capably • Come to understand other perspectives and cultures

29. Proficiency 201 A Proficiency 101 Project collaboration with ACTFL’s Paul Sandrock Assessment: Performance vs. Proficiency

30. Teaching to the Test is … Leaning Tower Activity Please lean towards your answer to this question . . .

31. Performance – Proficiency

36. 21st Century PresentationalAssessment Examples

37. Describing Performance • WHAT: Standards for Learning Languages • Five Cs • Three Modes of Communication

38. Describing PerformancePerformance Descriptors 2012 • WHAT: Standards for Learning Languages • Five Cs • Three Modes of Communication • HOW WELL: • 2012 Performance Descriptors for Language Learners • Update and revision of 1998 Performance Guidelines for K-12 Learners www.actfl.org – Publications – Performance Descriptors

39. 21st Century Skills Map:Interpersonal

40. 21st Century Skills Map:Interpersonal

41. 21st Century Skills Map:Interpersonal

42. Performance – Proficiency - LinguaFolio

43. LinguaFolio: Interpersonal Novice High I can exchange information about what I have learned using texts,graphs, or pictures. • I can respond to simple questions about math problems in classusing graphs. • I can . . . Intermediate Low I can exchange information about academic topics familiar to me. • I can ask questions about factual information I have learned relating to geography, history, art, music, math, science, language, or literature. I can ask and answer questions on familiar topics to keep a conversation going. • I can ask for and give examples to explain something further. Intermediate Mid I can discuss familiar topics in other subject areas, such as geography, history, music, art, science, math, language, or literature. I can start, maintain, and end a conversation on a variety of familiar topics. • I can initiate a conversation about my work or school. • I can ask for information, details, and explanations during a conversation.

44. Analyzing the Assessment Examples: IL.COD.1.1 Does the assessment ask for language functions appropriate for the proficiency level and the performance? Are the most appropriate Clarifying Objectives identified for the assessment? What might student work look like? Do students have to use communication strategies to be successful in the task? Are those strategies appropriate to the mode being assessed? Considering this analysis, what would improve this assessment example?

45. AE WikipageExploration • Select 1 AE Draft from the AE wikipage • Analyze it using the 5 questions • Be ready to share your analysis

46. Assessment Examples (AEs) are: • Prototypical performance assessments that allow students to demonstrate what they know and can do with the language • Identified for a proficiency level, 1 or more ES, and CO(s) • Attached to basic evaluation criteria • Used in the classroom, department, school, district, etc. • Adapted and scored locally by teachers IF used summatively

47. Assessment Examples (AEs) for World Language Programs

49. AE Choose & Use Go to the AE Wikipageand select an AE to: • Adapt for a particular program • Modify for a specific course • Expand into an Integrated Performance Assessment

50. DPI Update