Right Start Orientation

World Languages

July- August 2015

My first day of school is coming closer!!

Let’s share….FEARS

GOALS

Today we will explore…

• Classroom tips and procedures

• NC World Language Essential

Standards

• Proficiency Expectations

• Planning Resources

• Your doubts and needs

General Procedures and useful tips

Survival kit:• Expectations• Procedures• Communication• Classroom Management Tips

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Key to Success

Teacher of a Parent’s Child:• Communicate on a constant basis.• Be Respectful and Cordial.

• Begin all conversations with a praise.

• Suggest, Don’t Criticize.

• Invite Parents to visit your Class.• Keep detailed records of communication.

• Document your complaints.• Request Witnesses if needed.

Remember that parents are sending you the best they have.

Reviewing the Basics:

How You Act:• Respect

your students’ individualities.

• Be a Role Model.

• Be the Adult.

• Be a listener.

• Evaluate Yourself.

How You Teach:• Set up a Classroom

Management Plan.• Rigor and Fun make

happen together.• Design Clear Rubrics.• Model your

Expectations.• Students won’t enjoy

what you don’t enjoy.• Explore different types

of assessment.• Evaluate for Proficiency

and Understanding.

What You Teach:• Plan with the

NCWLES in mind.

• Set up time-sensitive Goals. Re-adjust if needed.

• Make global awareness a permanent goal in your planning.

• Explore different resources.

Getting Started….. What a classroom should look like: Setting up the Classroom

Lose the centerHave your goal in mind

Materials at DisposalPick your non-negotiablesFree resources: Teacher’s Warehouse,

Donor’s ChooseTextbook resources

Posting and practicing expectations and proceduresDon’t assume anything

ProficiencyRedNot yet familiar

Yellow Somewhat familiar but may need support before explaining to others

GreenVery familiar and can explain to others

How familiar are you with thisassessment concept?

HOW FAMILIAR ARE YOU WITH PROFICIENCY AS AN ASSESSMENT CONCEPT?

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With the End in Mind

Click icon to add picture

North Carolina World Language Essential Standards

K-12 Classical

Languages

Ancient Greek,

Latin, etc., along with classical studies

K-12 Dual & Heritage

Languages

Dual Language/ Immersion Programs

Heritage Language Courses I-

II

K-12 Modern

Languages

Alphabetic

Logographic

Visual

Statewide implementation in 2012-2013

ACTFL Proficiency LevelsSuperior-Distinguished-

Native

Advanced

Novice

Novice – Word LevelCommunicate minimally with formulaic and rote utterances, lists and phrases

Intermediate – Sentence LevelCreate with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions

Advanced – Paragraph LevelNarrate and describe in past, present and future and deal effectively with an unanticipated complication

Intermediate

ACTFL Proficiency Levels

Novice (Parrot)

Intermediate(Survivor)

Advanced(Storyteller)

Proficiency ExpectationsModern Languages

K-8 ProgramsFLES (90 min./week)

or Middle School

Novice Intermediate Advanced

Interpersonal NM: after 2 yearsNH: after 3 years

NH-IL: after 4 yearsIL: after 5 yearsIM: after 6 years

Interpretive NL-M: after 2 yearsNM-H: after 3 years

Reading NH: after 5 years

Listening IL: after 5 years IM: after 6 years

Reading IL:after 6 years

Presentational

NL-M: after 2 yearsNM-H: after 3 years

Writing NH-IL: after 6 yearsSpeaking NH-IL: after 4 years IL: after 5 years IL-M: after 6 years

Proficiency ExpectationsModern Languages

AlphabeticLanguages

Novice Intermediate Advanced

Interpersonal Levels I, II Levels III, IV, V Levels VI, VII, VIII

Interpretive Levels I, II Levels III, IV, V Levels VI, VII, VIII

Presentational

Levels I, II , IIILevels I, II

Levels IV, V, VILevels III, IV, V

Levels VII, VIIILevels VI, VII, VIII

Proficiency ExpectationsModern Languages

LogographicLanguages

Novice Intermediate Advanced

Interpersonal Levels I, II Levels III, IV, V Levels VI, VII, VIII

Interpretive Levels I, II, III Levels IV, V, VI Levels VII, VIII

Presentational

Levels I, II, III, IV, V

Levels V, VI, VII, VIII

Proficiency ExpectationsModern Languages

VisualLanguage

Novice Intermediate Advanced

Interpersonal Levels I, II Levels III, IV, V, VI

Levels VII, VIII

Interpretive:Receptive & Fingerspelling

Levels I, IILevel I

Levels III - VIILevels II, III, IV, V

Level VIIILevels VI, VII, VIII

PresentationalExpressive & Glossing

Levels I, II, IIILevels I, II

Levels IV, V, VILevels III, IV, V, VI

Levels VII, VIIILevels VII, VIII

Structure of the WLESWLES

CLL strand

ES #1

2-5 COs

ES #2

2-5 COs

ES #3

2-5 COs

ES #4

2-5 COs

COD strand

CMT strand

HOW CLEAR ARE THE THREE MODES OF COMMUNICATION TO ME?

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Three Modes of Communication

Interpersonal: Person-to-Person• Initiate, maintain, sustain conversation (oral or

written)• Active negotiation of meaning

Interpretive: Listening & Reading• Interpret and respond to received messages• NO active negotiation of meaning with writer or

speaker

Presentational: Speaking & Writing• Create, revise, and practice oral or written messages• NO direct opportunity for active negotiation

Modern Language Exit Proficiency Expectations for Alphabetic Languages,

such as Arabic, Cherokee, French, German, Greek, Hebrew, Italian, Russian, Spanish, etc.

EXPLORING TIME….

• Focus on one level you have in common• Pick an objective• Select a theme• Design a performance task that will lead to mastery of

that objective

ASWANALYSIS OF STUDENT WORK

http://ncasw.ncdpi.wikispaces.net/

• Evidence• Growth• Timelapse artifacts• Objectives cover all standards and

all strands• Platform• Reviewers• Meeting goals

Focus on the first nine weeks:

Essential Standards: Transition, DPI resources

GCS Exemplary Units: structure, unwrapped standards, EQs, Big Ideas, I can Statements

GEMS and SharePoint

Getting Ready for the first week…..

The path to

GCS Exemplary Units

Unwrapping the NC WL Essential Standards

The Components of a Unit Title Description Unwrapped Standards Big Ideas Essential Questions Vocabulary Engaging Scenario Performance Tasks Rubrics 21st Century Skills

What is Unwrapping?

The process of deconstructing an objective to identify what students need to› Know=content/concepts› Be able to do=skills› Understand= big ideas and

generalizations that are formulated using skills and concepts

Identifying Concepts and Skills Content/concepts are nouns and noun

phrases Skills are VERBS

WH. 2.2 ANALYZE the governments of ancient civilizations in terms of their

development, structure and function within various societies (e.g., theocracy,

democracy, oligarchy, tyranny, aristocracy, etc.)

I can statements…

Are daily formative assessments that should replace a daily essential question.

Should assist the student in moving up Bloom’s taxonomy (start low then move to high)

Unlike Big Ideas and Essential Questions, they should be tied to the content

Should be checkpoints in mastering an objective

What is the Purpose? Helps teachers know exactly what skills

and content to teach their students and at what level

Starts teacher conversations about what students need to know, be able to do and understand

You cannot write Big Ideas or Essential Questions until you have unwrapped

Writing Big Ideas And

Essential Questions

After unwrapping, the next steps were…

• Identifying Big Ideas (enduring understandings) you want students to realize... and remember!

• Writing Essential Questions to focus instruction and guide assessment.

An open-ended, enduring idea that may apply to more than one area of study

What you want students to discover on their own

Student-worded statement derived from a deep understanding of the concepts and skills just studied.

Important understandings that we want students to get and retain after they forgotten many of the details.

Wiggins & McTighe (1998)

What is a Big Idea?

Questions to Determine Big Ideas

Can you apply the Big Idea to more than one instance, area, and unit?

Will students remember this long after they leave your classroom?

Can you look at other grade levels, courses and find similar or recurring themes around which to organize learning?

Can your Big Ideas answer the Essential Questions?

What are Essential Questions?

• Guiding Questions to FOCUS Instruction and Assessment

• The Big Idea answers the EQ

Guidelines for Writing EQs Cannot be answered with “yes” or “no” or with simple recall of facts.

Often written as “one-two punch” questions

Engaging, creative, stimulating, provoking curiosity

Non-judgmental, but with “bite”, controversy or debate

Student-friendly language

Succinct–handful of words that demand thought

Lead students to Big Idea

Example

World Languages

EQ: Why is it essential in today’s world to learn about different cultures?

BI: Recognizing and learning about different cultures enables people to become responsible global citizens.

Engaging ScenarioThe engaging scenario

answers the students’ questions:

“Why are we doing this?”

“When am I going to use this again?”

and teacher question:How do we keep students engaged

throughout the unit?

You are the president of the International Club at your school. Your school will receive three new international exchange students from….(country where target language is spoken). Your task is to organize welcome activities and a “how to” guide.The three new international exchange students will be welcomed and receive your guide. The guide will also be shared with the Center for New North Carolinians in Greensboro .You will:1. Create a printed guide to:• Their school life (schedules, how to, who to ask, etc.)• Important sites in the city• American foods of your area 2. Prepare a speech to introduce the new students to the student body at the next assembly in English and ….(target language) • Your guide must contain all required elements.• You speech must be complete and follow the guidelines of formal

introductions. Rubric Link

Just one example….

What is a Performance Task?

• A single task that determines a student’s progress toward demonstrating mastery of the Power Objective(s) and arriving at the unit’s Big Idea

• Performance tasks are: • open-ended• multi-step• scaffold from one task to the next in terms of cognitive

demand (rigor)• formative assessments to monitor and adjust

instruction• evaluated with rubrics/checklists

Assessing Student Work Using Rubrics and Checklists

Benefits of Quality Rubrics and Checklists

Clearly communicates learning targets

Guide instruction

Improve assessment accuracy

Provide a tool for student reflection and teacher feedback (should be given to student at beginning of task).

Steps in Creating Analytic Rubric1. Select objective(s)

2. Identify observable attributes of the product, process or performance

3. Write a description of what a proficient student’s work looks like

4. Determine performance levels (advanced - 4, proficient - 3, developing - 2, emerging – 1, and not submitted - 0)

5. Write descriptions for levels specific to the tasks

TELL ME WHAT YOU THINK…

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