What’s the best thing that has happened so far this year?

1. What’s the best thing that has happened so far this year?

8. The 3 Communicative Modes Interpretive — They read, listen to and/or view information about the topic. Interpersonal — They talk with others about the topic in meaningful ways. Presentational — They have the opportunity to share what they have learned in writing and/or orally with an audience.

9. Assessing Proficiency • Leaves: Accuracy • Pronunciation • Grammar • Vocabulary • Socio-linguistic appropriateness • Fluency • Branches: Text Type • words • sentences • paragraphs • Trunk: Functions • Ask & answer questions • Describe • Compare & contrast • Narrate & describe • Support an opinion • Roots: Content & Contexts • Topics • Social Situations Chantal Thompson

10. Major Levels - Novice The “Parrot” • Lists with words/phrases • Makes attempts at conversation • Memorized language • Telegraphic • Limited topic areas WORD LEVEL Chantal Thompson

11. Major Levels – Intermediate The “Survivor” • Creates with language; recombines and adapts learned material to express personal meaning • Asks and answers questions about familiar topics • Handles simple situations SENTENCE LEVEL Chantal Thompson

12. Common Core • Balance of Informational and Literary Texts • Close Reading of Increasingly Complex Texts • Use of Evidence-Based Arguments • Interaction with Multiple Print, Auditory, • and Visual Sources

13. 21st Century Skills Critical Thinking Collaboration Communication Creativity

14. Introductory – Family and Friendship Interpretive Students will read about other families in the world. They will complete a graphic organizer comparing and contrasting the two families. • Communication • Collaboration • Critical Thinking and Problem Solving • Creativity and Innovation Presentational You have been asked to prepare a presentation for a group of international students on the American family along with information on typical teenagers and their possessions. Students will also highlight a family celebration that is important in their homes. Interpersonal Students will be given a picture of a culturally authentic family and will assume that they are part of that family. They will interact asking questions about family and the communities in which they live.

15. Learning other languages and understanding the culture of the people who speak them is a 21st Century skill that is vital to success in the global environment in which our students will live and work. In a 2006 report entitled, Education for Global Leadership: The Importance of International Studies and Foreign Languages for U.S. Economic and National Security,the Committee for Economic Development (CED) stated “To confront the twenty-first century challenges to our economy and national security, our education system must be strengthened to increase the foreign language skills and cultural awareness of our students. America’s continued global leadership will depend on our students’ abilities to interact with the world community both inside and outside our borders.” For college and career readiness, our students need to be proficient in other languages, regardless of whether they choose to transition directly to the workforce or to post-secondary education. World Language Curriculum

16. Who Moved My Cheese Spencer Johnson, M. D.

18. Ask Why Before How? Asking why helps you to think about all the reasons for decisions. It helps you to open your mind to possibilities and opportunities. Thinking for a Change John C. Maxwell

19. College and Career Readiness Come to understand other perspectives and cultures. • Appreciate that people from widely divergent cultures must learn and work together • Evaluate other points of view critically and constructively • Vicariously inhabit worlds and have experiences much different than their own

20. College and Career Readiness Come to understand other perspectives and cultures. • Appreciate that people from widely divergent cultures must learn and work together • Evaluate other points of view critically and constructively • Vicariously inhabit worlds and have experiences much different than their own

21. Big-Picture Thinking You’ve got to think about ‘big things’ while you’re doing small things, so that all the small things go in the right direction. — Alvin Toffler

23. AP Themes Guiding Unit Development Global Challenges Beauty and Aesthetics Contemporary Life Families and Communities Science and Technology Personal and Public Identities

24. Considerations: • Age of learners • Language level of learners • Interests of learners • Potential for real-world communication • Potential to build cultural knowledge and understandings Selection of Themes

25. Scope and Sequence

26. Unit Templates – 6, 7 and 8

27. Parent / Student Overview – 6, 7

28. Issues • 8th grade templates changed • Formatting of language-specific vocabulary • Assessments that are based on translation District Server  Dropbox

29. 8th Grade Templates

30. Functions come directly from the template. Template needs to be modified if changes are made. Each section begins with a sentence frame – a question and answer pattern that works for that vocabulary. Consider having students keep (or reissue) previous vocabulary lists to avoid adding lots of review words. Limit vocabulary to no more than 150 high frequency words. Find authentic resources before finalizing language specific vocabulary lists. Reconsider activities such as seek-n-finds and crossword puzzles that use translation Vocabulary Lists

31. Vocabulary Lists

32. No discussion. Think of a class you taught yesterday or will teach tomorrow. Jot down one of the functional “Can-Do” language goals for a class. Entrance slip to assessment….

33. No discussion. Think of a class you taught yesterday. Jot down one of the funtional language goals for a class. Share your goal and comment on how you know that each student met that goal. Entrance slip to assessment….

34. Novice express feelings and emotions Function (s): state personal feelings verb “to be”, adj. agreement Accuracy:

35. Teaching is …… what occurs outside the head. Ruby Payne

36. Learning is …… what occurs inside the head. Ruby Payne image: artsjournal.com

37. Checks for Understanding/Closure • Answer a question from different perspectives • Brainstorm as many words as you can for this image/concept • Complete a sentence frame • Complete an admit or exit slip • Draw and caption a summary • Interview your partner to find out (x) • Provide definitions by using circumlocution • Read and identify most important word or main idea • Read and write a title for (x) • State your opinion of (x) • Take turns describing (x) • Think of three things to say (x) • Write a tweet that summarizes (x) • Write a five word description of the story • Write a question for a future quiz • Write questions you would like to ask

38. Student Can-do’s Thematic Unit: In Search of the Coqui – lauraterrill.wikispaces.com

39. Teacher Observation Check List

40. D. Las Clases y Materias- Translate the following items. Write in the opposite language. • el cuaderno • student desk • social studies • door • el marcador • pencil • educación física • ciencias de la familia • lunch • pen Assessment

41. Develop language specific vocab lists for Units 1 and 2 for 8th grade. Develop core vocab lists for units 3 and 4 for 8th grade.  Develop assessments task for each language for unit 1 8th grade. Find authentic texts that support units 1 and 2 for 8th grade and develop appropriate support materials.  Review revised "Responsibility" unit. Allow those that are there to make final decisions. Create English core vocab list for that unit.  Clean up and submit core vocab lists for all of 6th grade in English and in each language. Clean up and submit core vocab lists in English for 7th grade and in each language.  Revise assessments for 3 modes in each language for unit 1 for 6th and 7th grades and submit.  Summer work updates?

42. Agree on 8th grade templates units 1 and 2 Upload general core vocabulary 8th grade unit 1 Upload all language specific 8th grade unit 1 vocabulary lists Upload all language specific vocabulary lists for units 1 and 2 for 6th and 7th grade Upload language specific end of unit assessments for unit 1 6th and 7th grade for each mode Proposed tasks by end of day