thompson school district world languages summer work 2010 aligning curriculum with the colorado...

Thompson School district

World languages Summer work 2010Aligning Curriculum with the

Colorado Academic World languages Standards 2010

http://tsdwlstandards.wikispaces.com/

World languages Summer work 2010Aligning Curriculum with the

Colorado Academic World languages Standards 2010


Thompson School district

Thompson School District World Languages Curriculum Work 2010

“Knowing how, when, and why to say what to whom.”


Thompson School District World Languages Curriculum Work 2010

“Knowing how, when, and why to say what to whom.”


AgendaAgenda Welcome to all Introduce new colleagues Work for the week TSD plan for WL Unpacking the standards Proficiency levels-what do they mean? Level 4 and Level 5 AP/IB What does a Level 2 student really know and is able to

do when s/he starts Level 2? Building curriculum maps and scope and sequence

documents using extended format Spanish work is Tues.-Wed. and French work is Wed.-

Thurs.

Welcome to all Introduce new colleagues Work for the week TSD plan for WL Unpacking the standards Proficiency levels-what do they mean? Level 4 and Level 5 AP/IB What does a Level 2 student really know and is able to

do when s/he starts Level 2? Building curriculum maps and scope and sequence

documents using extended format Spanish work is Tues.-Wed. and French work is Wed.-

Thurs.

Spanish work is Tues.-Wed. and French work is Wed.-Thurs

Spanish work is Tues.-Wed. and French work is Wed.-Thurs

Spanish I-5 curriculum maps and scope & sequence documents (including I-A (7th grade) and I-B (8th grade)

French I-5 curriculum maps and scope & sequence documents (including I-A (7th grade) and I-B (8th grade)

Materials/ tech for French adoption Special group to tweak Spanish II District

Exam 2010

Spanish I-5 curriculum maps and scope & sequence documents (including I-A (7th grade) and I-B (8th grade)

French I-5 curriculum maps and scope & sequence documents (including I-A (7th grade) and I-B (8th grade)

Materials/ tech for French adoption Special group to tweak Spanish II District

Exam 2010

TSD plan for WLTSD plan for WL

Elementary program Middle School plan High School plan-with AP/IB/CU Gold

Credit Implementation plan-ups and downs and

glitches Innovative lab experiment Online courses Flexibility needed for implementation

Elementary program Middle School plan High School plan-with AP/IB/CU Gold

Credit Implementation plan-ups and downs and

glitches Innovative lab experiment Online courses Flexibility needed for implementation

Unpacking the standardsUnpacking the standards

Connected to National Standards-5 C’s except we have 4 C’s

Prepared Graduation Competencies Range-Level Expectations Evidence outcomes Multiple entrance/exit points Other parts and their role in curriculum

development

Connected to National Standards-5 C’s except we have 4 C’s

Prepared Graduation Competencies Range-Level Expectations Evidence outcomes Multiple entrance/exit points Other parts and their role in curriculum

development

Proficiency levels-What do they mean?

Proficiency levels-What do they mean?

Novice-Low-Elementary and 6th grade classes Novice-Mid-Levels I and II Novice-High-Level III Intermediate-Low-Level IV Intermediate-Mid-Level V (AP/IB)-Correlates to

the Common European Framework of Levels A-2-B-1)

Students can move in and around ranges-but where is the level sustained?

Novice-Low-Elementary and 6th grade classes Novice-Mid-Levels I and II Novice-High-Level III Intermediate-Low-Level IV Intermediate-Mid-Level V (AP/IB)-Correlates to

the Common European Framework of Levels A-2-B-1)

Students can move in and around ranges-but where is the level sustained?

Level 4 and Level 5 AP/IBand CU Gold Credit

Level 4 and Level 5 AP/IBand CU Gold Credit

AP tests are basically targeted at Intermediate-Mid

Join AP Central to have access to research, samples of tests, etc.- http://apcentral.collegeboard.com

International Baccalaureate Organization-http://ibo.org

Let’s examine some tests What do we need to have in our curriculum to

attain this level? (discussion)

AP tests are basically targeted at Intermediate-Mid

Join AP Central to have access to research, samples of tests, etc.- http://apcentral.collegeboard.com

International Baccalaureate Organization-http://ibo.org

Let’s examine some tests What do we need to have in our curriculum to

attain this level? (discussion)

What does a Level 2 student really know and is able to do when s/he

starts Level 2?

What does a Level 2 student really know and is able to do when s/he

starts Level 2? Discussion So how do we trim curriculum to make it clear,

simpler in design, but able to get to more depth, richness and connected?

We have too much detail.. As many of you say. Focus on outcome Differentiated instruction-tiered Concrete/concrete-abstract/abstract How can we combine elements of units?

Discussion So how do we trim curriculum to make it clear,

simpler in design, but able to get to more depth, richness and connected?

We have too much detail.. As many of you say. Focus on outcome Differentiated instruction-tiered Concrete/concrete-abstract/abstract How can we combine elements of units?

Building curriculum maps using extended format

Building curriculum maps using extended format

Curriculum map template-all have the prepared graduate competencies as the top section-all the same-do not change

Each level has its expected proficiency range-do not change.

Now simplify, combine elements of units Only one page long Monitor paging, etc. See French example Word doc, then PDF on Wiki, then on

Scribed-link on Wiki

Curriculum map template-all have the prepared graduate competencies as the top section-all the same-do not change

Each level has its expected proficiency range-do not change.

Now simplify, combine elements of units Only one page long Monitor paging, etc. See French example Word doc, then PDF on Wiki, then on


Building scope and sequence documents using extended format


Some new terms-Using understanding by design (UBD-Wiggins/McTighe work)

Enduring understanding-What will the students remember after five years?

Guiding questions-guides the planning of the unit Assessments Then familiar terms-functions, context, structure,

culture-how do we clarify At least one official writing assessment per quarter on

template? One unit per page

Some new terms-Using understanding by design (UBD-Wiggins/McTighe work)

Enduring understanding-What will the students remember after five years?

Guiding questions-guides the planning of the unit Assessments Then familiar terms-functions, context, structure,

culture-how do we clarify At least one official writing assessment per quarter on

template? One unit per page



Scope and sequence extended documents-all the same

See French example-how we combined some of the units

Delete French example after you start Template formatted, please do not change One unit per page Monitor paging, etc. Word doc, then PDF on Wiki, then on


Scope and sequence extended documents-all the same

See French example-how we combined some of the units

Delete French example after you start Template formatted, please do not change One unit per page Monitor paging, etc. Word doc, then PDF on Wiki, then on




French example ideas Unit 1-personal information-add days/months

for birthdays, geography of France-chose a city to come from-Francophone maps-choose a Francophone country to adopt

Numbers to 31-phone numbers, birthday Nationalities High frequency voc-I was born, I like, I eat, I

play, people in my family, pets-conversation card

Items from units 1 and unit 6

French example ideas Unit 1-personal information-add days/months

for birthdays, geography of France-chose a city to come from-Francophone maps-choose a Francophone country to adopt

Numbers to 31-phone numbers, birthday Nationalities High frequency voc-I was born, I like, I eat, I

play, people in my family, pets-conversation card

Items from units 1 and unit 6


Building scope and sequence documents using extended format Modified units 1 and 2-first quarter Unit 2-sports, etc-add parts of body-it hurts from unit 10,

add weather/ seasons from unit 6-present tense-verbs as needed by context

Unit 3 and 4 second quarter Unit 3-café and Unit 4-school-add professions from unit 6-

recyle days/months for school, prepositions for placing things-add holidays from unit 6-make plans-immediate future and irregular verbs as needed by context

Unit 7-quarter-city and everything you do-shop for clothes, food, directions (combine units 7,8, 9)

Unit 12-Paris past tense, monuments-last half of 4th quarter

Modified units 1 and 2-first quarter Unit 2-sports, etc-add parts of body-it hurts from unit 10,

add weather/ seasons from unit 6-present tense-verbs as needed by context

Unit 3 and 4 second quarter Unit 3-café and Unit 4-school-add professions from unit 6-

recyle days/months for school, prepositions for placing things-add holidays from unit 6-make plans-immediate future and irregular verbs as needed by context

Unit 7-quarter-city and everything you do-shop for clothes, food, directions (combine units 7,8, 9)

Unit 12-Paris past tense, monuments-last half of 4th quarter

So what are you thinking?So what are you thinking?

Let’s go.. We can do it.. Please all work together-what is also missing is the dialog Draft 1 (but we need to take advantage of this time) We have a good representation from all schools Help our new colleagues understand these steps-from

where we have been to where we are going. What observations to they have.

Let’s go.. We can do it.. Please all work together-what is also missing is the dialog Draft 1 (but we need to take advantage of this time) We have a good representation from all schools Help our new colleagues understand these steps-from

where we have been to where we are going. What observations to they have.

Next steps for TSD?Next steps for TSD?

They believe that this is an ongoing process Unit designs are coming-probably with online tools -

using UBD as template Directors are in a thought-process I haven’t felt this much support of our content areas in

many years. Can’t rest on our laurels-we have had work to do to

raise those levels. We can only do it by working together. Thanks for being here.

They believe that this is an ongoing process Unit designs are coming-probably with online tools -

using UBD as template Directors are in a thought-process I haven’t felt this much support of our content areas in

many years. Can’t rest on our laurels-we have had work to do to

raise those levels. We can only do it by working together. Thanks for being here.

thompson school district world languages summer work 2010 aligning curriculum with the colorado...

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