Introduction to the World Languages Toolkit

1. Introduction to the World Languages Toolkit SY 2003-2004

2. By the end of the workshop you will • Understand the system of standards; • Understand World Languages as a content area and the World Languages content and performance standards; and • Know how to use the World Languages Toolkit.

3. Content Standards Benchmarks Grade Level Performance Indicators Performance Standards Define what all students should know, be able to do and care about Describe reasonable expectations at specified intervals Describe student work resulting from quality instruction Define “how good is good enough” = performance indicators + student work + commentary The System of Standards

4. Strands Communication, Cultures, Comparisons, Communities and Connections Stages I- Beginning II- Continuing III Advanced Levels—secondary courses Levels 1,2,3,4, Advanced. Organization of World Languages Standards

5. NOVICE NOVICE

6. The Communication Standards • Interpersonal—face-to-face conversations • Interpretive—one-way listening and reading • Presentational—one-way reading and writing See WLCurriculum Framework Section 2

7. Cultures Standards Interrelationships among • Products— • tangible (paintings, buildings, literature etc.) or • intangible (oral tale, dance, system of education) • Practices -patterns of social interactions -what to do when and where • Perspectives Meanings, attitudes, values, ideas

8. Comparisons(incorporated into Communication Standards ) • The nature of language • Comparing own to another language

9. Communities and Connections (incorporated into Communication Standards ) • The context for using language • Application • Connecting to other settings • Using language to obtain information

10. Components of the Toolkit • Grade Level Performance Indicator Progression • Scope and Sequence • Instructional Guide • Curriculum Framework

11. Grade Level Performance Indicator Progression Grade Level Performance Indicators • Refine Benchmarks • Describe student work resulting from quality instruction • Are not the only indicators • Must use multiple forms of assessment to validate knowledge, skills, abilities.

12. “Seeing” the Performance Indicators… Benchmark • Use greetings, leave-takings, and simple courtesy expressions. Indicators— • Grade K—repeat it • Grade 1—greet another, express gratitude, respond at different times of day • Grade 2—exchange greetings, use appropriate courtesies • Grade 3—independently extend and respond to simple greetings and leave-takings.

13. Classroom Example Context: • Introduce the book—answering and explaining about Japanese books.Which is the front cover? How can you tell? Where is the title? Which way does it read? • Introduce key words. • Read the story to students while showing pictures. • Have students fill out an assessment sheet with either words or pictures about something they remember. • Read the story again without showing the pictures. • Have students number the four squares in sequential order. • Have students tell the story in English.

14. GLPI- student work samples With a partner, 1) Use the GLPI progression to find • Standard • Benchmark • Indicators 2) Share observations with large group and a key point of your discussion

15. About the benchmarks… The Benchmarks for the Secondary Levels (Levels 1 through Advanced) reflect the most common program model—most students begin their study of a language in high school. STAGE I = Beginners at any age—Novice Proficiency E.g., Secondary Students—Levels 1 & 2 Elementary Students—Grades K-5 Middle School Students—Grades 6-8

16. Stage II - Continuing learners, intermediate proficiency e.g., • Middle school students in grades 6-8 who are continuing from a K-5 program • High School students who have completed two or more years in high school Stage III—Advanced learners, intermediate high proficiency/advanced low proficiency • High school students who have had more than 4 years of secondary courses (up to grade 12) • High school students who have been in a K-10 sequence

17. Used by … Teachers Administrators Curriculum leaders To… Design units, lessons, activities Look at student work Use as examples Discuss standards-based curriculum, instruction, and assessment Map curriculum Improve grade cluster alignment Let parents know what is expected of students Some Uses

18. Instructional Guide A direct link between HCPS and classroom practices Elements • Grade Level Performance Indicators • Sample Classroom Assessment Tasks • Sample Classroom Instructional Strategies

19. The Tasks and Strategies • Provides consistency among teachers • Encourages equity across classrooms • Helps to provide clarity to grade level teachers about results they can expect from students • Help to give concrete examples of classroom practices that are linked directly to standards.

20. Instructional Guide for World Languages Grades K-8 Grade 6 • Option A—in a K-6 elementary school Same as grade 5—expanded topics and contexts. • Option B—Middle School (pg. 41) 1) Exploratory/Introductory Cultures and Level 1 2) Sequence leading to competency • Level 1, map over grades 6,7,8

21. Instructional Guide for World Languages Secondary: Level 1—Advanced

22. Tasks and Strategies

23. One assessment task can generate a wide range of student demonstrations. These two are written samples. What other types of tasks might also demonstrate these performance indicators?

24. Instructional Guide

25. Standard(s) Benchmark(s) Performance Indicators Targeted Standards

26. Write an introductory letter to a fictional student from Japan who will b e coming to visit your for a two-week home stay. You may include drawings, maps, and any other information that you think your visitor might like to haved. Include information about : Your family Home town Location of your house Your friends Interesting places Suggested plans for their visit Level 2

27. Teacher Comments About This Letter… • Student has adequate usage of grammar; meaning is clear even though there are errors; • Meaning is sometimes not clear because of word choice, but the overall message is understandable. • A native speaker could probably understand this with some effort and reading between the lines.

28. Scope and Sequence 1. Two displays : Elementary and Secondary a) condensed version of GLPIs—consise overview b) list of topics elementary list by grade level secondary list by Levels

29. Curriculum Framework • Explanation of Stages of Learning • Legal Authority of Language Program • Student Samples • Criteria for rubrics • Language Learning Resources

30. Instructional Support World Languages Standards Implementation Projects and Resources

31. Teleschool Courses K-6 (began broadcast on Oct 20, 2003; continuing through 2003-2004 school year) • Japanese - Moshi Moshi • Spanish - Hola Hola

32. Handouts.. • Resources for Supporting World Languages Education • “Years of Foreign Language Study” Resolution

33. Questions to pursue Multiple entry points….. • Model complex—how can several schools in the complex plan for an articulated sequence ? • Model school —how can an individual school provide a K-6 sequence? • Technology solutions—how can schools can televised programs into their own time schedule? • Awareness model—How can we offer valuable exploratory experiences?

34. On Diversity… The experience of developing insight into the language and culture of others provides an opportunity for students to reflect on their own language and culture, thus strengthening their understanding of their native language and how the cultural perspectives in this country are similar and different from those they are learning about. Report of the NASBE Study Group on the Lost Curriculum, October 21003

35. Global competence.. Developing global competence is a long-term undertaking and must begin at an early age, especially for foreign language acquisition. American Council on Education, 2002 Policy Paper Beyond September 11: A Comprehensive National Policy on International Education. While English competency should always be the priority and should be a language of instruction for all students from the beginning of school, foreign languages can and should be integrated into curriculum from the earliest grades possibly, for as many students aspossible from all backgrounds. Secretary of Education , Rod Page, Foreign Language Annals, Volume 36, pages 140-141, 2003

36. “A direct impact on All students through learning other languages is to give them new ways of knowing, seeing, comprehending, and expressing. This benefit is evident even without becoming independently fluent in a language other than one’s native language.” Paul Sandrock, Wisconsin DPI 2003

37. Danke Arigato Thank You Gracias Merci Xie Xie Mahalo Salamat po