Designing Standards-Based Curriculum:

Middle SchoolsEstablishing K-12 Critical

Language ProgramsApril 26th, 2007

Michael W. Bacon, PPS

BackgroundBackground

• 13 years teaching 2nd language/LA SS at middle school level

• Public and private• Domestic and Foreign• Traditional and Immersion

• 13 years teaching 2nd language/LA SS at middle school level

• Public and private• Domestic and Foreign• Traditional and Immersion

A Couple of Interesting Facts about Middle School

A Couple of Interesting Facts about Middle School

• The average middle school teacher lasts only 2 years (source?)

• In the average secondary 2nd language classroom students only speak 27 seconds per week (Goethe Institute; Sprenger)

• The average middle school teacher lasts only 2 years (source?)

• In the average secondary 2nd language classroom students only speak 27 seconds per week (Goethe Institute; Sprenger)

Effective MS Curriculum for Language Learning

Effective MS Curriculum for Language Learning

• Real and Meaningful Activities• Authentic Audiences• Cooperative Learning• Student centered• Multiple Intelligences• Content infused/based • Cognitively engaging• Proficiency Based/Functions Based• Performance Tasks for Assessment

• Real and Meaningful Activities• Authentic Audiences• Cooperative Learning• Student centered• Multiple Intelligences• Content infused/based • Cognitively engaging• Proficiency Based/Functions Based• Performance Tasks for Assessment

Experiential LearningExperiential Learning

• Local and Abroad• In and Outside the classroom• Tying it back to the classroom• Ultimate performance task tied to

standards• Accountability• Backwards design

• Local and Abroad• In and Outside the classroom• Tying it back to the classroom• Ultimate performance task tied to

standards• Accountability• Backwards design

Experiential Learning Opportunities

Experiential Learning Opportunities

• Portland Parks and Recreation Summer Immersion Camp

• Oregon Museum of Science and Industry(OMSI) summer camp in Mandarin

• Community Based Language Learning• Aspiring Educators - tutoring• Writing children’s books• China Research Residency - 8th Grade

Academic Trip

• Portland Parks and Recreation Summer Immersion Camp

• Oregon Museum of Science and Industry(OMSI) summer camp in Mandarin

• Community Based Language Learning• Aspiring Educators - tutoring• Writing children’s books• China Research Residency - 8th Grade

Academic Trip

Connections to ContentConnections to Content

• 5 C’s of the National Standards (ACTFL)• Cognitively Engaging• Integrating content and language

objectives - pulling from the standards• Supports “core” content teachers• Examples:

• Math: Statistics from math• Social Studies: Debating a Public Issue

• 5 C’s of the National Standards (ACTFL)• Cognitively Engaging• Integrating content and language

objectives - pulling from the standards• Supports “core” content teachers• Examples:

• Math: Statistics from math• Social Studies: Debating a Public Issue

Language Proficiency

What does this mean to you?

Defining Proficiency “What students know and can

do”

Defining Proficiency “What students know and can

do”

• Proficiency is a goal of language teaching rather than a methodology

• Students may show proficiency at different levels in different modalities at any given time

• Proficiency is a goal of language teaching rather than a methodology

• Students may show proficiency at different levels in different modalities at any given time

Proficiency OutcomesProficiency Outcomes

Content

Accuracy

Functions

ACTFL Proficien

cy Guideline

s

ACTFL Proficien

cy Guideline

s

Approximate time & proficiency

Approximate time & proficiency

Advanced-Mid

Oregon Benchmark 2

Oregon Benchmark 3

CIM

ACTFL Levels

Oregon Benchmarks

Approximately 360-480 hours

Approximately 30 – 150 hours

Approximately 240–300 hours

Oregon Benchmark 1

Less Than 30 hours

Cumulative Hours of Instruction

*Pre-Novice

Approximately 600 hours

Approximately 600-1200 hours Advanced-Low

Exceeds CIM

Benchmarks

Novice-Low

Novice-Mid

Novice-High

Intermediate-Low

Intermediate-Mid

Intermediate-High (Pre-Advanced)

Superior

Advanced-High

Post-Secondary and/or

Immersion Programs

Formerly Benchmark Stage 1

Formerly Benchmark Stage 2

Formerly Benchmark Stage 3

Formerly Benchmark Stage 4

Common Curriculum Goals

Content Standards Benchmark Stage 4 Functions

Text Type Content Context

Minimum Performance Standard Descriptor

Read and comprehend information from a variety of written texts in a second language.

Read silently and aloud with comprehension for a variety of purposes.

Reads short, simple texts on mostly familiar topics. Understands common cognates and recognizes some false cognates. Uses contextual clues and reading strategies to construct meaning for instructional and/or practical and social needs. Paraphrases and draws simple conclusions based on the understanding of main idea and supporting details. Recognizes the purpose of a text.

Mostly simple passages with clear underlying structure. Short, simple texts on mostly familiar topics.

Content and Context from Benchmark Stages 1-3 plus: Simple stories and personal correspondence Contextualized print drawn from authentic, educationally designed, or teacher-created materials within the context of informal social sett ings, a limited number of transactional situations, and topics mostly related to self and the immediate environment.

Proficient Level: Students demonstrate comprehension of the main ideas and some details from the simplest connected texts dealing with basic personal and social needs. Students use background knowledge, contextual clues and reading strategies (i.e. gleaning information from the first and last paragraphs), to aid comprehension of written passages. Some misunderstandings will occur.

PPS Content StandardsPPS Content Standards

Functions

Common Curriculum Goals

Content Standards

Oregon Benchmark 1 Standard

*Less than 30 hours of cumulative instruction,

PRE-NOVICE

Oregon Benchmark 2 Standard

*Approximately 30 to 150 hours of cumulative instruction.

(Approximates ACTFL NOVICE-LOW)

Oregon Benchmark 3 Standard

*Approximately 240 to 300 cumulative hours of instruction,

(Approximates ACTFL NOVICE-MID)

Oregon CIM Standard

This benchmark earns a “meets” for PASS. *Approximately 360-480 cumulative hours of instruction,

(Approximates ACTFL NOVICE-HIGH)

Exceeds CIM Level

(Approximates ACTFL INTERMEDIATE-LOW)

Exceeds CIM Level (Approximates ACTFL INTERMEDIATE-MID)

Interpersonal Mode: Speaking* Understand and respond to what others say/sign. *Corresponds to ASL Expressive Skills

Express ideas, ask and answer questions, and initiate and engage in conversations on familiar topics for a variety of purposes.

Use some memorized words/signs, phrases or expressions in everyday situations.

Use memorized words/ signs, phrases and expressions in everyday situations.

Use memorized phrases, sentences and questions to express ideas or obtain information on a limited range of topics in everyday situations

Use memorized and some original sentences and questions to perform simple communicative tasks in everyday situations.

Use questions and consecutive sentences to obtain information, exchange ideas and participate in simple conversations on a wider range of topics in everyday situations.

Use strings of sentences to communicate information and express ideas Initiate, sustain and close an extended conversation using related questions and responses Perform a variety of communicative tasks in everyday situations in the target culture

These benchmarks earn a “higher” or “exemplary” for PASS.

ODE StandardsODE Standards

FUNCTIONS

Function?Function?

Which one of these is function-based?

A. Present tense, simple sentence construction; gender/number agreement

B. Describing something; understanding descriptions

Which one of these is function-based?

A. Present tense, simple sentence construction; gender/number agreement

B. Describing something; understanding descriptions

FunctionFunction

Simply put…. A function is a “task”

In proficiency-oriented instruction students are provided with numerous opportunities to practice carrying out a range of functions likely to be necessary in dealing with others in the target language/culture.

Simply put…. A function is a “task”

In proficiency-oriented instruction students are provided with numerous opportunities to practice carrying out a range of functions likely to be necessary in dealing with others in the target language/culture.

Some FunctionsSome Functions

• Making inquiries (ask and respond)• Acting out simulated survival situations• Narrating or describing events• Expressing preferences • Hypothesizing, arguing, persuading• Providing opinions• Carrying out tasks dealing with

everyday encounters

• Making inquiries (ask and respond)• Acting out simulated survival situations• Narrating or describing events• Expressing preferences • Hypothesizing, arguing, persuading• Providing opinions• Carrying out tasks dealing with

everyday encounters

Addressing Challenges ofMS Curriculum in K-12 Language

Program

Addressing Challenges ofMS Curriculum in K-12 Language

Program• Language and Literacy Development out

paced by cognitive development• Reading for pleasure - lack of affect• Subtleties and nuances of language are

key to adolescent development• Self Identity - breaking away from the

“cute” elementary program• Rebelling against parental decision• Need for personal connection to language

and culture

• Language and Literacy Development out paced by cognitive development

• Reading for pleasure - lack of affect• Subtleties and nuances of language are

key to adolescent development• Self Identity - breaking away from the

“cute” elementary program• Rebelling against parental decision• Need for personal connection to language

and culture

Challenges ContinuedChallenges Continued

• Social Language vs. Academic Language• Perceived loss of language skills• “Immersion Geek”• Anglicization of immersion language• Keeping students in the target language• Finding a teacher who is qualified,

certified and probably most importantly likes working with this age group

• Social Language vs. Academic Language• Perceived loss of language skills• “Immersion Geek”• Anglicization of immersion language• Keeping students in the target language• Finding a teacher who is qualified,

certified and probably most importantly likes working with this age group