world language department handbook...preterite: “ar / ir / er” verbs, “car / gar / zar (yo...

World Language

Department Handbook

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Table of Contents

● Proficiency Model Introduction……………………….….......... 2

● Curriculum Maps ○ Level I - Novice………………………….……..………………………… 3 ○ Level II - Beginning Intermediate…………….……….. 4 ○ Level III - Intermediate Mid..…………………………...…… 5 ○ Level IV / AP - Intermediate High………………………. 6 ○ Spanish V -Service Learning en Español……….. 6

● Proficiency Based Grading Systems…………………………... 7

● Course Credit and Admission to Next Level

○ Modern Languages.…………………………………….…………. 8 ○ Latin…………………………………………………………………………...…. 11

● Missed Assessment Policy……………………………….…………….. 13 ● Remediation Policy……………………………………………….……..…... 13 ● Measuring Student Proficiency……………………….….…….... 13

● Scoring Rubrics

○ Participation & Effort…………………………………….…...…. 14 ○ Reading & Listening……………………………………..……….. 15 ○ Writing………………………………………………………………...……… 16 ○ Speaking……………………………………………………..……..………. 17

● Acceptance of Handbook/Rules……………………………………. 18

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Proficiency Model Introduction Modern Languages Students enrolled in any one of the levels of modern language classes, French - Italian - Spanish, must become proficient in the Three Modes of Communication*:

Interpretive Mode - reading, listening, viewing the language comprehension of a video, audio or text through reading, listening to, or viewing the source.

Interpersonal Mode - speaking/listening; writing/reading, interaction with others via oral,

written or signed conversations, negotiation of meaning, exchange of opinions or information.

Presentational Mode - writing, speaking, signing, delivering information via speaking,

writing or signing, in prepared or spontaneous presentations.

*Ohio’s Learning Standards for World Languages

To become proficient in a second language, students must spend as much time as possible using the language; they must participate in class, keep up with daily work, and actively engage in every activity that requires communicating in the language. In addition, students must demonstrate a commitment to gaining proficiency by investing energy and daily effort into these activities. For additional suggestions on how to be a more successful language student, please refer to the booklet:

Tackling a Foreign Language, a guide for students and their families.

In order for students to demonstrate proficiency with the language as well as to prepare students for college, each level of the modern language curriculum at Bishop Hartley will cover the six overlapping themes of Advanced Placement courses. These themes, listed below, put the language and its culture into meaningful contexts.

Image retrieved from https://aphighered.collegeboard.org/exams/languages/italian-language

https://aphighered.collegeboard.org/exams/languages/italian-language

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Curriculum Maps - Based on the collaboration of the BH Language Department faculty, the following scope and sequence provides an overview of the vocabulary and grammar concepts taught at each level of the modern language courses at Bishop Hartley.

Level I - Novice

French - Italian - Spanish - All

● Recognition of cognates ● Francophone world ● Italy with emphasis on Rome ● Spanish speaking countries and capitals ● Basic conversation: Greetings & Introductions (formal / informal), Birthdays and Ages,

Numbers 1-100 and up, Nationality, Clocks-Telling Time, Calendar, Weather ● Basic rules of accentuation and pronunciation ● Definite and Indefinite Articles ● Nouns - gender and number ● Subject pronouns ● Differentiation and usage of the two verbs = “to be” : Essere / Stare, Ser / Estar ● Prepositions (articulated prepositions) ● Negatives ● Interrogatives ● Imperatives (Speaking & Listening skill only) ● Adjective agreement and placement ● Idiomatic expressions: Avoir / Faire, Avere / Fare, Tener / Hacer ● Verbs that take indirect object as subject: Plaire, Piacere, Gustar ● Near future: Aller + Infinitive, Andare a + Infinitive, Ir a + Infinitive ● Double ver constructions with infinitives ● Present Tense with all Regular Verb categories ● Present Tense with Irregular Stem changes and endings ● Personal “a” ● Possessives adjectives and pronouns ● Comparatives as time allows in the school year

● Thematic vocabulary organized around the six Advanced Placement Themes.

○ Classroom items, School subjects ○ Items in a backpack when touring ○ Places in the city, rooms in a house or apartment ○ Clothing, colors, sizes, parts of the body ○ Family Tree relationships ○ Foods listed on menus or at a grocery store ○ Frequently used transitional words and phrases

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Level II - Beginning Intermediate


● Review of content from Level I (minimum of 2 weeks - maximum of 4 weeks) ● Comparatives and Superlatives ● Reflexive verb constructions ● Verbs with subtle differences in meaning:

○ Savoir / Connaître, Sapere / Conoscere, Saber / Conocer ● Continuation of rules of accentuation and pronunciation ● Object Pronouns: Direct and Indirect ● Present Progressive Tense ● Continuation of Imperatives (Speaking and Listening skill only) ● “Por” vs. “Para” - used with limited exchanges ● Past Tense for regular and irregular verb categories

○ Passé Composé: Avoir or Être, Regular and Irregular Past Participles, “DRMRSVANDERTRAMPP”, Agreement of past participles w/ être

○ Passato Prossimo: Avere or Essere, Regular and Irregular Past Participles,

“SUPERMANDAVE”, Agreement of past participles w/ essere

○ Preterite: “ar / ir / er” verbs, “car / gar / zar (YO form), stem changers “flip-flop”, Orthographic changers, Irregular - “ser / ir / dar / ver” , irregular stems and endings

● Imperfect tense of regular and irregular verbs ● Usage of two past tenses together

● Continued expansion of vocabulary through a variety of authentic material organized

around the six Advanced Placement themes.

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Level III - Intermediate Mid


● Review of content from Level II (minimum of 2 weeks - maximum of 4 weeks) ● Compare and contrast usage of two past tenses in context ● Formation of adjectives derived from past participles ● Formation of adverbs ● Placement of double object pronouns in single, double, and reflexive verb

constructions ● Future Tense ● Conditional Tense ● Por vs. Para in depth study ● Imperatives in all 4 language skills

○ Formal & Informal ○ Affirmative ○ Negative ○ w/ object pronouns

● Relative pronouns ● Subjunctive Mood ● “If / Then” phrases ● Compound Tenses

○ Pluperfect ○ Future perfect ○ Present perfect ○ Past Conditional ○ Past Subjunctive (Speaking and Listening only)

● Literary Past ○ Passé Simple ○ Passato Remoto

● Idiomatic expressions

● Continued expansion of vocabulary through a variety of authentic material organized around the six Advanced Placement themes.

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AP Level IV - Intermediate High


● Review of content from Levels I, II, & III (minimum of 2 weeks - maximum of 4 weeks) ● Passive and Active Voice ● Impersonal Statements without identified subjects: “On, Si, Se” ● Past Subjunctive ● Subjunctive conjunctions such as: so that, even though, in order that ● Advanced uses of the Subjunctive

● Continued expansion of vocabulary through a variety of authentic material organized

around the six Advanced Placement themes. ● Concentration on usage of language to further develop proficiency and cultural

awareness while honing skills from the previous levels.

● Emphasis on the difference between performance and proficiency:

PERFORMANCE OBJECTIVE: Student can place an order in a restaurant. PROFICIENCY OBJECTIVE: Student can place an order in a restaurant and engage in spontaneous conversation with the restaurant server about today’s current events.

Spanish V - Service Learning en Español

Advanced Spanish Elective In this elective course, advanced Spanish students will continue to develop fluency in reading, writing, listening, and speaking while exploring our call to service, Catholic social justice teachings, examples of non-profit organizations serving in Latin America, and the needs of Hispanics here in our own community. Students will be exposed to a large quantity of non-fiction texts, will communicate orally and in text with native speakers, and will be asked to write/present on a variety of topics. Special emphasis will be placed on developing extended written and spoken responses to prompts in the form of journals, essays, informative posters, presentations, and debates. Advanced grammar acquired in previous courses will be practiced extensively as new skills are added to students’ repertoires.

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Proficiency Based Grading Systems Modern Language Courses: French, Italian, Spanish The cumulative grade for the Novice, Intermediate and Advanced Levels of French, Italian, and Spanish courses are made up of the cumulative grade for each of the four skills: Reading, Writing, Speaking and Listening along with the cumulative grade earned for active classroom participation. These five are calculated in the following manner:

Cumulative Participation Grade 20% Cumulative Participation Grade 20% Cumulative Reading Grade 20% Cumulative Reading Grade 20% Cumulative Writing Grade 20% Cumulative Writing Grade 20% Cumulative Speaking Grade 20% Cumulative Speaking Grade 20% Cumulative Listening Grade 20% Cumulative Listening Grade 20% 1st Quarter Grade 100% 2nd Quarter/Semester Grade 100%

Cumulative Participation Grade 20% Cumulative Participation Grade 20% Cumulative Reading Grade 20% Cumulative Reading Grade 20% Cumulative Writing Grade 20% Cumulative Writing Grade 20% Cumulative Speaking Grade 20% Cumulative Speaking Grade 20% Cumulative Listening Grade 20% Cumulative Listening Grade 20% 3rd Quarter Grade 100% 4th Quarter/Year End Grade 100%

Scoring rubrics for each of the five grades are on pages 11-14 of this handbook. Classic Latin Courses The cumulative grade for the Novice, Intermediate, and Advanced Levels of Latin courses are made up of the cumulative grade for both Reading and Writing skills along with the cumulative grade earned for active classroom participation. These are calculated in the following manner:

Cumulative Reading/Effort Grade 50% Cumulative Reading/Effort Grade 50% Cumulative Writing/Effort Grade 50% Cumulative Writing/Effort Grade 50% 1st Quarter Grade 100% 2nd Quarter/Semester Grade 100%

Cumulative Reading/Effort Grade 50% Cumulative Reading/Effort Grade 50% Cumulative Writing/Effort Grade 50% Cumulative Writing/Effort Grade 50% 3rd Quarter Grade 100% 4th Quarter/Year End Grade 100%

Scoring rubrics for each of the three grades are on pages 11-14 of this handbook.

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Course Credit and Admission to Next Level for French - Italian - Spanish

At the end of the academic year, students will be placed in one of these three proficiency levels: ❖ PROFICIENCY LEVEL 1

A student will receive one (1) credit and may continue to the next level of that language

➢ if the student demonstrates minimum proficiency (B-, 80) in his/her current registered level in all five grade categories.

Effort A

Reading A

Writing B

Speaking B-

Listening B+

Overall B+

➢ if only one of the

five category grades is no lower than a C (73).

Effort A-

Reading B-

Writing B-

Speaking B-

Listening C

Overall B-

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❖ PROFICIENCY LEVEL 2 A student will only receive one (1) credit and may NOT continue to the next level

➢ if the student’s cumulative grade in more than one skill is below a B- (80).

Effort B

Reading B-

Writing C

Speaking C

Listening A

Overall B-

➢ if the student’s cumulative

grade in any one category is below a C (73).

Effort B

Reading C-

Writing B+

Speaking A

Listening A-

Overall B

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❖ PROFICIENCY LEVEL 3 A student will fail the course (will not earn 1 credit and may not continue to the next level.

➢ if cumulative grades in any of the four skills are a D or an F.

Effort B

Reading A

Writing F

Speaking A-

Listening B

Overall B

Additional notes regarding Proficiency Grading for Modern Language Courses:

● This is a cumulative course. Once a student has

achieved at least minimum proficiency in any of the four skills, failure to maintain minimum proficiency or better may result in a deficient skill level at the end of the year.

● Final placement recommendations will be made according to the professional judgement of the teacher based on the student’s demonstrated proficiency.

● Quarter/semester grades on the standard report card that reflect the averaging of the 4 skills and Effort into 1 grade are for administrative use only. They do not necessarily reflect the overall proficiency of the student, nor do they guarantee admission to the next language level.

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Course Credit and Admission to Next Level for Latin

❖ PROFICIENCY LEVEL 1 At the end of the academic year, a student will receive one (1) credit and may continue to the next level of Latin if the student demonstrates minimum proficiency (B-, 80) at his/her current registered level in both grade categories.

Reading B-

Writing B+

Overall B

❖ PROFICIENCY LEVEL 2

A student will only receive one (1) credit and may NOT continue to the next level if the student’s cumulative grade in more than one skill is below a C (73)

Reading C-

Writing C-

Overall C-


A student will fail the course (will not earn 1 credit and may not continue to the next level.) if cumulative grades in either of the two skills are a D or an F.

Reading A

Writing D

Overall B-

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Additional notes regarding Proficiency Grading for Latin Courses:

● This is a cumulative course. Once a student has achieved at least minimum proficiency in either of the two skills, failure to maintain minimum proficiency or better may result in a deficient skill level at the end of the year.

● Final placement recommendations will be made according to the professional judgement of the teacher based on the student’s demonstrated proficiency.

● Quarter/semester grades on the standard report card that reflect the averaging of the two skills into one grade are for administrative use only. They do not necessarily reflect the overall proficiency of the student, nor do they guarantee admission to the next language level.

Retrieved from https://www.pinterest.com/source/linguistblog.com

https://www.pinterest.com/source/linguistblog.com

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Missed Assessment Policy A student who misses an assessment, will receive a score of zero (0) unless the student makes up the missed assessment within one week of the student’s return. It is the student’s responsibility, in accordance with the Bishop Hartley Handbook, to contact the teacher and schedule the make-up assessment.

Remediation Policy

World Language teachers will be available Monday through Thursday during the 8th period enrichment - SEEK. Students are encouraged to

take advantage of the enrichment period throughout the school year. Teachers will record attendance for any student who reports for SEEK.

Concentrated tutoring is offered after the 4th quarter interims to help

students who are not demonstrating proficiency in a language skill prepare for year-end proficiency evaluations.

The World Language Department does not offer Summer School.

Measuring Student Proficiency The following pages of rubrics show examples of descriptors for proficiency. The pages also show how these descriptors correlate to letter grades. Student Self-Evaluation: Students can measure their own level of proficiency by using LinguaFolio, a research-based, formative assessment tool created to motivate and engage students as autonomous learners. For more information, follow this link: http://www.nessfl.org/links/index.php?self-assessments

http://www.nessfl.org/links/index.php?self-assessments

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Scoring Rubric for Active Participation & Effort

● A, A- Demonstrates Outstanding Achievement

○ Always takes an active role in learning ○ Frequently participates and uses thoughtful inquiry ○ Consistently demonstrates a genuine desire to learn ○ Regularly shares appropriate ideas with instructors and peers and stays on task ○ Willing to take intellectual risks and uses target language ○ Asserts ideas and supports them with substance ○ Listens intently and respectfully to others ○ Prepared when called on ○ Brings necessary materials to class

● A-, B+, B, B- Demonstrates Competence

○ Takes an active role in learning ○ Regularly participates and uses thoughtful inquiry ○ Generally demonstrates a genuine desire to learn ○ Shares appropriate ideas with instructors and peers and stays on task ○ Usually willing to take intellectual risks and uses target language ○ Asserts and supports ideas with substance ○ Listens intently and respectfully to others ○ Usually prepared when called on ○ Usually brings necessary materials to class

● B-, C+, C, C- Suggests Competence

○ Does not always take an active role in learning ○ Occasionally participates and uses inquiry ○ Depends on others to make learning meaningful and genuine ○ Hesitant to share appropriate ideas with instructors and peers and sometimes strays from task ○ Reluctant to take intellectual risks or use target language ○ Ideas sometimes asserted without substance ○ Occasionally does not listen to or respect others ○ Speaks only when called on ○ Sometimes lacking materials to class

● D+ and below Does Not Demonstrate Competence

○ Rarely takes an active role in learning ○ Does not participate or use inquiry ○ Demonstrates little or no genuine desire to learn ○ Unwillingly or inappropriately shares ideas with instructors and peers and often strays from task ○ Does not take intellectual risks and use target language ○ Ideas rarely asserted with substance ○ Frequently does not listen and may not respect others ○ Speaks only when called on and is usually unprepared to respond ○ Frequently lacking materials

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Scoring Rubric for Reading and Listening Assessments

● A, A- Demonstrates Superior Proficiency

○ Response reveals excellent comprehension of passage ○ Contains extensive description with specific and worthwhile details ○ Follows directions ○ Stays on topic ○ Demonstrates high ability to understand content by extracting meaning from an unfamiliar text beyond the

scope of learned vocabulary

● A-, B+, B Clearly Demonstrates Proficiency

○ Response reveals minor gaps in comprehension of passage ○ Contains thorough descriptions with minor gaps in specific and worthwhile details ○ Follows directions ○ Stays on topic ○ Demonstrates some ability to understand content by extracting meaning from an unfamiliar text beyond

the scope of learned vocabulary

● B- Demonstrates Minimum Proficiency

● C+, C, C- Demonstrates Progress toward Proficiency

○ Summary reveals some gaps in comprehension of passage ○ Contains some generalizations lacking specific and worthwhile details ○ May not follow directions ○ May stray from the topic slightly ○ Struggles to extend meanings of learned vocabulary to an unfamiliar text

● D+ and below Demonstrates Strong Need for Intervention

○ Summary reveals student had difficulty comprehending the passage ○ Summary lacks specific or appropriate detail ○ Deletes important information ○ May not follow directions ○ Strays from topic ○ Struggles to comprehend passages, even within the range of learned vocabulary

● F Unacceptable

○ Understanding falls below the above descriptions or is inappropriate

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Scoring Rubric for Writing Assessments


○ Excellent command of the language ○ Well organized, ideas presented clearly and logically ○ Few grammatical or spelling errors ○ Wide variety of grammar, vocabulary, and sentence structures ○ Few word order errors ○ Writing is appropriate to current stage of language development ○ Thorough response to the question


○ Good command of the language ○ Loosely organized; but main ideas present ○ Some grammatical or spelling errors ○ Some variety of grammar, vocabulary, and sentence structures ○ Some word order errors ○ Most of the writing is appropriate to current stage of language development ○ Generally thorough response to the question



○ Comprehensible expression ○ Some attempts at organization, but with confused sequencing ○ Many grammatical or spelling errors ○ Limited variety of grammar, vocabulary, and sentence structures ○ Many word order errors ○ Writing is below current stage of language development ○ Partial response to the question

● D+ or below Demonstrates Strong Need for Intervention

○ Limited command of the language ○ Lack of organization ○ Significant and serious grammatical or spelling errors ○ Lack of variety of grammar, vocabulary, and sentence structures ○ Excessive word order errors ○ Writing is well below current level ○ Insufficient response to the question

● F Unacceptable

○ Response falls below the above descriptions or is inappropriate

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Scoring Rubric for Speaking Assessments


○ Excellent command of the language ○ Few or no grammatical errors ○ Strong attempts at more complicated structures ○ Extensive use of vocabulary, including idiomatic expressions ○ Articulate, flowing speech ○ Good intonation and largely accurate pronunciation with slight accent ○ Thorough response with interesting and pertinent detail


○ Good command of the language ○ Minor grammatical errors ○ Some attempts at more complicated structures ○ Adequate use of vocabulary and idiomatic expressions ○ Some gaps in fluency ○ Acceptable intonation and pronunciation with distinctive accent ○ Thorough response with sufficient detail



○ Comprehensible expression ○ Some serious grammatical errors ○ Reliance on simple structures ○ Limited vocabulary, marked by some anglicism ○ Unnatural hesitations ○ Errors in intonation and pronunciation with heavy accent ○ Some detail, but not sufficient

● D+ or below Demonstrates Strong Need for Intervention

○ Limited command of the language ○ Serious grammatical errors ○ Limited grammatical structures ○ Limited vocabulary marked by frequent anglicism that forces interpretation by the listener ○ Errors in intonation and pronunciation that interfere with listener ○ General, narrow response

● F Unacceptable

○ Response falls below the above descriptions or is inappropriate

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Acceptance of Rules of the World Language Handbook All rules found in the Bishop Hartley Handbook also apply to the World Language Handbook. Please take note of some points, which merit extra emphasis.

1. As stated in the Student Handbook, it is the student’s responsibility to contact the teacher for language practice and assessments missed due to absence. Students must do this on the first day they return to school. Students who miss an assessment will receive a score of zero and will have one week to make up the missed assessment.

2. Students will be formally assessed approximately every 3 weeks in each of the four skills, Reading, Writing, Speaking and Listening. Any student not demonstrating minimum proficiency at the time of theses assessments should attend 8th period enrichment - SEEK sessions. Attendance will be taken.

3. At the end of the academic year, students will be placed in one of the 3 Levels that follow:

❖ PROFICIENCY LEVEL 1 A student will receive one (1) credit and may continue to the next level of that language

➢ if the student demonstrates minimum proficiency (B-, 80) in his/her current registered level in all five grade categories: Reading, Writing, Speaking, Listening, and Effort.

➢ if only one of the five category grades is no lower than a C (73).

❖ PROFICIENCY LEVEL 2 A student will only receive one (1) credit and may NOT continue to the next level

➢ if the student’s cumulative grade in more than one skill is below a B- (80) ➢ if the student’s cumulative grade in any one category is below a C (73)


A student will fail the course (will not earn 1 credit and may not continue to the next level.) ➢ if cumulative grades in any of the four skills are a D or an F.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Please sign and submit this form to your World Language teacher by Wednesday, September 4, 2019. I, _______________________________, and my student _______________________________ (Parent/Guardian Name - please print) (Student name - please print)

● Have read and understood the Bishop Hartley World Language Handbook.

● (If applicable) My student’s textbook number is _______. My student will return this textbook at the end of the school year. Failure to do so will result in lost textbook fees.

● Our signatures represent an agreement to abide by the BH WL Handbook and Textbook policy.

_______________________________ _______________________________ ____________ (Signature of parent/guardian) (Signature of student) Date

world language department handbook...preterite: “ar / ir / er” verbs, “car / gar / zar (yo...

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