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An Elementary L2 Exploratory Program: How We Do It All

An Elementary L2 Exploratory Program: How We Do It All. BONNY EINSTEIN French & Russian in the Elementary School North Colonie Central Schools -- Shaker High School 445 Watervliet --Shaker Road Latham, NY 12110 d according2einstein@gmail.com. Goals of Round Table.

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An Elementary L2 Exploratory Program: How We Do It All

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  1. An Elementary L2 Exploratory Program: How We Do It All BONNY EINSTEIN French & Russian in the Elementary School North Colonie Central Schools -- Shaker High School 445 Watervliet--Shaker Road Latham, NY 12110d according2einstein@gmail.com

  2. Goals of Round Table • Provide overview of our program. • Demonstrate communicative class using cultural artifacts. • Demonstrate interactive formative assessment that has students own their learning. • Provide example of summative assessment of cultural artifacts (SLO Post-Test). • Network!

  3. Impact to Articulation • Prior to implementing the 5th & 6th grade exploratory program, we had exploratory in 7th grade. • Previous program restricted students to exploring only 2 languages—one language a semester. • Since implementation of 5th & 6th grade program, 7th grade has become a full year program. It provides a strong foundation for 8th grade—which is still called Level 1.

  4. Impact to Articulation • We now have 4 world languages 7-12—with college credit in grades 11 and 12. (Three years of Latin.) • Traditionally NY State Proficiency Exam – 8th Grade; NY Regents Exam—10th Grade • North Colonie continues the rigor of the pre-existing state assessments.

  5. Barriers We Overcame: Pre-Common Core • 6 Elementary Schools • 4 World Languages: French, German, Russian & Spanish • Only 2 Full-Time Positions Were Budgeted • Each Grade Level has 3 Classes Each (24-30 Students/Grade) • Limited Time in Elementary Schedule • Limited Space in Elementary Buildings

  6. WORKING SOLUTIONS • 2 Languages per Teacher (Russian/French & German/Spanish) • Formal Implementation across 5th & 6th Grade • 6-week Rotating Schedule Allows for 30 Days per Language per School • Tied to Social Studies Curriculum • Power Standards (Leverage & Endurance)

  7. CONSIDERATIONS • The 2 Traveling FL Teachers are Isolated from the FL Department and from Each Other. • Physical Space Arrangements for FL Teachers’ Desk, Chair, & File Cabinets continue to be Problematic. • FL Teacher Must Move from Room to Room Rapidly with No Scheduled “Passing Time” • Creation of Curriculum, Assessment & Grading of Students • Push-In Scheduling of Grades 1-4

  8. How We Do It • Supervisor Meets with Us on Ad Hoc Basis • Curriculum Development is Ongoing and Adaptive • We Continue to Teach our 5th & 6th Grade Schedules while Post-Testing and Moving to New Building • Our Photocopying is Done in Bulk at the High School. • Our Materials are Moved on our Carts the Penultimate Day of the Program • We Award Conduct and Effort Grades

  9. Sample Rotation Schedule

  10. Sample Lesson: Ivan IV • Formative Assessment is built into the lesson. • Demand 100% Participation (TPR/Gestures) • Demand Head in the Game (No Excuses/Best Effort/Great Attitude) • Alert for Teachable Moments • Communicative Tasks Continuously Cycled • Cultural Artifacts

  11. SummativeAssessment = SLO • 30 Questions for Post-Test • 10 Listening Comprehension • 10 High Impact Cognates • 10 Cultural Artifacts

  12. Cultural Artifact - Literal Which Russian cultural artifact is pictured here?

  13. Cultural Artifact–Figurative

  14. Bibliography • Archived Regents Exams: http://www.nysl.nysed.gov/regentsexams.htm • P21 for World Languages= http://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf • http://rubistar.4teachers.org

  15. Bibliography Continued • The National Network for Early Language Learning = http://www.nnell.org • http://russiapedia.rt.com • My website: http://www.teacherweb.com/NY/ShakerJuniorHighSchool/MrsEinstein/apt1.aspx • Quia.com • http://www.awesomestories.com

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