Carmen Villalobos K-12 World Language Curriculum Specialist

1. Carmen Villalobos K-12 World Language Curriculum Specialist

2. Introduction Overview of Essential Standards and Strands Understanding the Standards Curriculum Documents

3. IN THE PAST TODAY Students learn to use the language Students learned about the language (grammar) Learner-centered with teacher as facilitator/collaborator Teacher-centered class Focused on isolated skills (listening, speaking, reading, and writing Focus on the three modes: interpersonal, interpretive, and presentational Coverage of a textbook Backward design focusing on the end goal Using the textbook as the curriculum Use of thematic units and authentic resources Emphasis on learner as “doer” and “creator” Emphasis on teacher as presenter/lecturer Emphasis on the relationship among the perspectives, practices, and products of the culture Isolated cultural “factoids”

4. IN THE PAST TODAY Integrating technology into instruction to enhance learning Use of technology as a “cool tool” Using language as the vehicle to teach academic content Only teaching language Differentiating instruction to meet individual needs Same instruction for all students Synthetic situations from textbook Personalized real world tasks Confining language learning to the classroom Seeking opportunities for learners to use language beyond the classroom Assessing to find out what students can do Testing to find out what students don’t know Students know and understand criteria on how they will be assessed by reviewing the task rubric Only the teacher knows criteria for grading Learners create to “share and publish” to audiences more than just the teacher Students “turn in” work only for the teacher

5. 2010 North Carolina World Language Essential Standards

6. Language Types

7. Use the language to engage in interpersonal communication Understand words and concepts presented in the language. Use the language to present information to an audience. Connections to Language and Literacy – CLL Connections to Other Disciplines – COD Communities - CMT Use the language to engage in interpersonal communication. Understand words and concepts presented in the language. Use the language to present information to an audience. Compare the students’ culture and the target culture.

8. Terminology Essential Standards (ES) “Need to Know”; big conceptual ideas Clarifying Objectives (CO) Learning Objectives; elaborate details about the learning; serves as the basis for assessment Strands Organize the ES Assessment Prototype (AP) Provide opportunities to demonstrate what and how the students learn

9. How to Read the WLES Proficiency Level (Novice Low) Essential Standard (#3) Clarifying Objective (#1) Strand (Connections to Language & Literacy)

10. Essential Standards Interpersonal Mode Use the language to engage in interpersonal communication

11. Essential Standards Interpretive Mode Understand words and concepts presented in the language

12. Essential Standards Presentational Mode Use the language to present information to an audience

13. Essential Standards Practices and Perspectives Compare the student’s culture and the target culture

14. Essential Standards Products and Perspectives Products created and used within the society

15. Strands Connections to Other Disciplines (COD) Other Subject Areas Access to Information

16. the le la l’ el la il la l’ der die das Gesundheit She has a lot ofchutzpah I’ll have the soupe du jour Strands Connections to Language and Literacy (CLL) • Nature of Language • Concept of Culture • Influence of Language and Culture

17. Strands Communities (CMT) Within and Beyond the School Setting Personal Enrichment and Career Development Architect Teacher Engineer Doctor

18. Advanced Intermediate Novice Progress Checkpoints Amountof language increases Complexityof language increases

19. The Guiding Principles ofEssential Standards Goals • Inclusion of All Students • Student Variables • Advanced Proficiency • Benefits of Extended Sequences • Native Speakers • Interdisciplinary Nature of Language • Increased Cultural Understanding • Offering a Variety of Languages

20. Who can the Essential Standards help? How? • Students • Teachers • Parents • Administrators • Community Members BY: • providing guidelines for a relevant curriculum • providing guidelines for evaluating student progress

21. Integration of World LanguagesPair-Share Activity Task: Identify the interdisciplinary themes and standards Resources: Cards of student outcomes and chips

22. Novice • Understand short, spoken utterances on basic, everyday topics • Produce learned words, phrases, and sentences on basic everyday topics • Detect main ideas in familiar material on basic, everyday topics • Make lists, copy accurately, and write from dictation • Recognize the importance of accuracy and of knowing about the culture in communication

23. Intermediate • Participate in simple face-to-face communications about personal history or leisure activities • Create and understand simple statements and questions • Understand main ideas and some details of material on familiar topics • Cope successfully in straightforward social and survival situations • Use knowledge of culture in developing communication skills and knowledge of grammar to increase accuracy

24. Lesson Planning

25. Circles of Consideration You Students School Community Nation/World

26. Essential Standards Documents • http://wlccs.pbworks.com • http://www.edmodo.com/home (ct6943)

27. Assessment C:\Documents and Settings\carmen villalobos\My Documents\linguafolioselfassessmentfeb2012.ppt