advanced placement vertical teams curriculum manual: world ...€¦ · classes prepare students to...

A d v a n c e d A c a d e m i c S e r v i c e s a n d W o r l d L a n g u a g e s

Advanced Placement

Vertical Teams

Curriculum Manual:

World Languages

Austin Independent School District

Who can take Pre-AP and AP Courses?

All students in all Austin ISD middle and high schools have access to and are eligible to enroll in Pre-AP and AP courses. Austin ISD supports The College

Board’s Equity and Access Policy Statement.

The College Board’s Equity and Access Policy Statement

“The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage educators to:

Eliminate barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved.

Make every effort to ensure their AP classes reflect the diversity of their student population.

Provide all students with access to academically challenging coursework before they enroll in AP classes.

Only through a commitment to equitable preparation and access can true equity and excellence be achieved.”

AP World Languages Instructional Model

Pre-AP Belief Statements

What is Pre-AP? Pre-AP is a suite of K-12 professional development resources and services. Pre-AP

courses provide students with strategies and tools they need to engage in active, high-level learning to

develop the skills, habits of mind, and concepts necessary to succeed in advanced placement courses

and achieve college readiness.

In Austin ISD, we believe:

All students can perform at rigorous academic levels. This expectation should be reflected in

curriculum and instruction throughout the school so that all students are consistently being

challenged to expand their knowledge and skills. All students should be encouraged to accept

the challenge of a rigorous academic curriculum through enrollment in advanced level and AP

courses.

We can prepare every student for higher intellectual engagement by starting the development

of skills and acquisition of knowledge as early as possible. The middle and high school years

provide a powerful opportunity to help all students acquire the knowledge, concepts, and skills

needed to engage in higher levels of learning.

It is important to have recognized standards for college-preparatory and college-level academic

work. The Texas Higher Education Coordinating Board College and Career Readiness Standards

are integrated into the state Texas Essential Knowledge and Skills (TEKS). The College Board has

curricular requirements that must be met before an AP course is authorized. While every

student is different and every teacher has unique strengths and a unique style, common

expectations in terms of topics, concepts, and skills benefit all students.

All students should be prepared for and have an opportunity to participate successfully in

college. Equitable access to higher education must be a guiding principle for teachers,

counselors, administrators, and policymakers. Equity means more than offering the same

opportunities; it means a willingness to do whatever is necessary to help prepare a wide variety

of students with different needs, different backgrounds, and different abilities.

Schools should make every effort to ensure that advanced level and AP courses reflect the

diversity of the student population. Barriers—however unintentional or complex—that limit

access to demanding courses for all students should be eliminated, particularly those for

underrepresented ethnic, racial, and socioeconomic groups.

Adapted from www.apcentral.collegeboard.com

http://www.apcentral.collegeboard.com/

Vertical Sequence of Courses

The following flowchart outlines the recommended sequence of courses in World Languages. Pre-AP

classes prepare students to take AP classes, and AP classes prepare students for college-level work.

French VII

French VI

French V

AP French Language & Culture IV

Pre-AP French III

French II

French I

German VII

German VI

German V

AP German Language & Culture IV

Pre-AP German III

German II

German I

Latin VII

Latin VI

Latin V

AP Latin IV

Pre-AP Latin III

Latin II

Latin I

Spanish VII

Spanish VI

AP Spanish Literature & Culture V

AP Spanish Language & Culture IV

Pre-AP Spanish III

Spanish II

Spanish I

Native speakers may be scheduled for upper level courses

based on the results of a proficiency placement level exam.

The proficiency placement exam is for placement purposes

only, and will NOT constitute credit in the lower level

course(s).

Chinese VII

Chinese VI

Chinese V

AP Chinese Language & Culture IV

Pre-AP Chinese III

Chinese II

Chinese I

Japanese VII

Japanese VI

Japanese V

AP Japanese Language & Culture IV

Pre-AP Japanese III

Japanese II

Japanese I

American Sign Language VII

American Sign Language VI

American Sign Language V

American Sign Language IV

American Sign Language III

American Sign Language II

American Sign Language I

Spanish VII

Spanish VI

AP Spanish Literature & Culture V

AP Spanish Language & Culture IV

Pre-AP Spanish III

Spanish for Spanish Speakers II

Spanish for Spanish Speakers I

Curricular Guidelines for American Sign Language

The Texas Education Agency has developed Curricular Requirements and Strands for each ASL course. These requirements

should be emphasized in the development of skills in all ASL courses.

Curricular Requirements Curricular Strands Novice Learners:

understand short-signed phrases when attending and respond expressively with learned material;

produce learned signs, phrases, and sentences;

detect main ideas in familiar material that is signed;

be able to transcribe ASL into English gloss;

recognize the importance of communication and how it relates to the American Deaf culture; and

recognize the importance of acquiring accuracy of expression.

Intermediate Learners:

participate in simple face-to-face communication;

create statements and questions to communicate independently when signing;

understand main ideas and some details of signed material on familiar topics;

understand simple signed statements and questions and transcribe these into written English gloss;

meet limited practical and social communication needs;

use knowledge of the culture in the development of communication skills;

use knowledge of the components of ASL, including grammar, to increase accuracy of expression; and

cope successfully in straightforward social and survival situations.

Advanced Learners:

participate fully in casual conversations in culturally appropriate ways;

explain, narrate, and describe in past, present, and future time;

understand main ideas and most details of material signed on a variety of topics;

transcribe ASL into written English gloss;

cope successfully in problematic social and survival situations;

achieve an acceptable level of accuracy of expression; and apply knowledge of culture when communicating.

COMMUNICATION The student communicates in ASL using expressive and receptive communication skills. The student is expected to:

engage in a variety of signed exchanges of learned material to socialize and to provide and obtain information;

demonstrate understanding of simple, clearly signed language such as simple stories, high-frequency commands, and brief instructions when dealing with familiar topics;

present information using familiar words, phrases, and sentences to others; and

demonstrate an awareness of ASL grammar, vocabulary, and phonology/cherology.

CULTURES The student gains knowledge and understanding of other cultures. The student is expected to:

demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied; and

demonstrate an understanding of the products (what people create) and how they are related to the perspectives (how people perceive things) of the cultures studied.

CONNECTIONS The student uses the language to make connections with other subject areas and to acquire information. The student is expected to:

use resources (that may include technology) in the language and cultures being studied to gain access to information; and

use the language to obtain, reinforce, or expand knowledge of other subject areas.

COMPARISONS The student develops insight into the nature of language and culture by comparing the student's own language and culture to another. The student is expected to:

demonstrate an understanding of the nature of language through comparisons of the student's own language and ASL;

demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the American Deaf culture; and

demonstrate an understanding of the influence of one language and culture on another.

COMMUNITIES The student participates in communities at home and around the world by using languages other than English. The student is expected to:

use the language both within and beyond the school setting through activities such as participating in cultural events and using technology to communicate; and

show evidence of becoming a lifelong learner by using the language for personal enrichment and career development.

Curricular Guidelines for Chinese

The College Board has developed Curricular Requirements for each AP course. These requirements should be emphasized in

the development of skills in Pre-AP courses. The Curriculum Strands below are reflective of state and national standards for

which the student expectations vary based on the proficiency levels of novice, intermediate and advanced.

Curricular Requirements Curricular Strands Demonstrate level of Chinese proficiency

across the three communicative modes: interpretive, interpersonal, and presentational, as articulated in Standards for Foreign Language Learning in the 21st Century (Standards); and at the Intermediate level, as articulated in the ACTFL Performance Guidelines for K-12 Learners.

Use Chinese almost exclusively in class and encourages students to do likewise.

Expose students to perspectives broader than their immediate environment.

Assessments are frequent, varied, and explicitly linked to the Standards' goal areas. Prior to assigning an assessment task, teachers share with their students the criteria against which their performances will be evaluated.

Choose from both conventional print and aural materials such as textbooks, audiovisual materials, and Web-based content designed for language learning. They also make use of materials generally used by native Chinese speakers, such as print and Web-based texts; animated computer programs; and video-, CD-, and DVD-based products. Teachers scaffold students' experiences with these texts, particularly those that would normally be considered beyond the grasp of high school students.

Develop both communication and language learning strategies, such as inferring meaning either through sociocultural context or linguistic features.

Plans and implements structured cooperative learning activities to support ongoing and frequent interpersonal interaction, and employs a range of instructional strategies to meet the diverse needs of his or her learners.

Provides students with opportunities to develop both Chinese handwriting skills and word processing skills in Hanyu Pinyin or Bopomofo.

COMMUNICATION The student communicates in Chinese using the skills of listening, speaking, reading, and writing. The student is expected to:

engage in oral and written exchanges of learned material to socialize and to provide and obtain information;

demonstrate understanding of simple, clearly spoken, and written language such as simple stories, high-frequency commands, and brief instructions when dealing with familiar topics; and

present information using familiar words, phrases, and sentences to listeners and readers.








demonstrate an understanding of the nature of language through comparisons of the student's own language and the language studied;

demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied; and





Curricular Guidelines for French




Curricular Requirements Curricular Strands Uses French almost exclusively in class

and encourages students to do likewise.

Chooses instructional materials that include a variety of authentic audio and video recordings and authentic written texts such as newspaper and magazine articles, as well as literary texts.

Demonstrates proficiency in spoken and written Presentational and Interpersonal Communication in a variety of situations in the Intermediate to Pre-Advanced* range.

Demonstrates ability in Interpretive Communication to understand and synthesize information from a variety of authentic audio, visual, audiovisual, written, and print resources.

Incorporates interdisciplinary topics and explicitly addresses all six course themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics.

Demonstrates an understanding of the products, practices, and perspectives of the target cultures.

Makes comparisons between and within languages and cultures.

Uses the French language in real-life settings.

COMMUNICATION The student communicates in French using the skills of listening, speaking, reading, and writing. The student is expected to:

















Curricular Guidelines for German




Curricular Requirements Curricular Strands Uses German almost exclusively in class








Uses the German language in real-life settings.

COMMUNICATION The student communicates in German using the skills of listening, speaking, reading, and writing. The student is expected to:

















Curricular Guidelines for Japanese




Curricular Requirements Curricular Strands Demonstrates level of Japanese

proficiency across the three communicative modes: interpretive, interpersonal, and presentational, as articulated in Standards for Foreign Language Learning in the 21st Century (Standards); and at the Intermediate level, as articulated in the ACTFL Performance Guidelines for K-12 Learners.

Use Japanese almost exclusively in class and encourages students to do likewise.

Expose students to perspectives broader than their immediate environment.

Assessments are frequent, varied, and explicitly linked to the Standards' goal areas. Prior to assigning an assessment task, teachers share with their students the criteria against which their performances will be evaluated.

Choose from both conventional print and aural materials such as textbooks, audiovisual materials, and Web-based content designed for language learning. They also make use of materials generally used by native Japanese speakers, such as print and Web-based texts; animated computer programs; and video-, CD-, and DVD-based products. Teachers scaffold students' experiences with these texts, particularly those that would normally be considered beyond the grasp of high school students.

Develop both communication and language learning strategies, such as inferring meaning either through sociocultural context or linguistic features.

Plans and implements structured cooperative learning activities to support ongoing and frequent interpersonal interaction, and employs a range of instructional strategies to meet the diverse needs of his or her learners.

Provides students with frequent opportunities to conduct Web searches, word process, and e-mail in Japanese.

COMMUNICATION The student communicates in Japanese using the skills of listening, speaking, reading, and writing. The student is expected to:













• demonstrate an understanding of the influence of one language and culture on another.




Curricular Guidelines for Latin




Curricular Requirements Curricular Strands Enables students to complete the entire

required reading list (as delineated in the AP Latin Course Description).

Provides students frequent opportunities to practice reading and translating as literally as possible from Latin into English the required passages from Vergil's Aeneid. All required passages are read in Latin; the entire Aeneid is read in English.

Provides students frequent opportunities to practice written analysis and critical interpretation of Vergil's Aeneid, including appropriate references to the use of stylistic and metrical techniques by Vergil.

Examines the historical, social, cultural, and political context of Vergil's Aeneid.

Provides frequent practice in reading Latin at sight.

COMMUNICATION The student of classical languages uses the skills of listening, speaking, reading, and writing to reinforce the skill of reading. The student is expected to:

















Curricular Guidelines for Spanish




Curricular Requirements Curricular Strands Uses Spanish almost exclusively in class








Uses the Spanish language in real-life settings.

COMMUNICATION The student communicates in Spanish using the skills of listening, speaking, reading, and writing. The student is expected to:














For students in Spanish for

Spanish Speakers courses, their studies will culminate into the

same Advanced Placement courses as non-native speakers.




AP World Languages Vertical Team Strategies

TPR (Total Physical Response) Memory can be influenced through association with physical movement in which

actions can reinforce comprehension and retention of content items. http://www.tpr-world.com/

SLA (Second Language Acquisition)

Comprehensible and compelling input provided in low anxiety situations and at one level beyond their linguistic competence will help students

acquire language naturally. http://www.sk.com.br/sk-krash.html

TPRS (Teaching Proficiency through Reading and Storytelling) Based on the theory that reading and storytelling combine to help students learn

vocabulary and grammatical structures using questioning and gesturing strategies. http://www.blaineraytprs.com/

GS (Gouin Series) Students acquire language in the natural order by listening first to a series of five or more sentences of chunks of content through which vocabulary,

grammar or content can be taught. http://gouinseries.com/

Concept Mapping

Students visualize how knowledge is organized and how

ideas are connected.

Instructional Roles Teacher: Demonstration/modeling Student: Observe, attempt, practice, refine Teacher: Lecture Student: Listen, watch, take notes, question Teacher: Concept attainment Student: Compare, induce, define, generalize Teacher: Graphic representation Student: Visualize, connect, map relationships Teacher: Guided inquiry Student: Question, research, conclude, support Teacher: Socratic seminar Student: Consider, explain, challenge, ,justify Teacher: Writing process Student: Brainstorm, organize, draft, revise Teacher: Feedback/conferencing Student: Listen, consider, practice, retry, refine

Cornell Notes

Ke

y P

oin

ts

Notes on Key Points

Summary Space

Students condense and organize notes to help

with increased understanding of the topic. KWL

Students build on prior knowledge and

develop predicting skills.

Bloom’s Taxonomy Activities Knowledge: Make a list of the main events of the story. Make a time line of events. Make a facts chart. Make an acrostic. Recite a poem. Comprehension: Cut out, or draw pictures to show a particular event. Make a cartoon strip showing the sequence of events. Write and perform a play based on the story. Application: Make a diorama to illustrate an event. Take a collection of photographs to demonstrate a particular point. Make up a puzzle game. Analyze: Design a questionnaire to gather information. Write a commercial to sell a new product Make flow chart to show the critical stages. Construct a graph to illustrate selected information. Evaluate: Invent a machine to do a specific task. Give it a name and plan a marketing campaign. Write about your feelings in relation to... Write a TV show play, puppet show, role play, song or pantomime about... Design a record, book or magazine cover for... Sell an idea Devise a way to... Synthesize: Conduct a debate about an issue of special interest. Make a booklet about five rules you see as important. Form a panel to discuss views.

Venn Diagram

Students focus on similarities and differences within and

among languages and cultures.

Flowchart Students work on logical and sequential thinking.

T-Chart Students clarify and categorize central concepts or ideas.

TOPIC

What We Know

What we want to know

What we learned

Unique Characteristics

Shared Charasteristics

Unique Characteristics

Looks like...

Sounds like...

Differentiation of Instruction for Advanced Level Learners is a teacher’s response to learner’s needs

guided by general principles of differentiation, such as…

RESPECTFUL TASKS ONGOING ASSESSMENT,

ADJUSTMENT FLEXIBLE GROUPING.

Teachers can differentiate the…

CONTENT (what is taught)

PROCESS (how it is taught)

PRODUCT (what is learned)

of the lesson according to the student’s…

READINESS

(student academic level)

INTEREST (what the student wants to study)

LEARNING STYLES (how the student learns best)

by using a range of instructional and management strategies, such as

that are at an appropriate level of depth, complexity, and pacing

to engage advanced level learners.

Multiple intelligences and entry points into learning

Advanced organizers and foldables

Advanced leveled texts and supplementary materials

Literature circles

Socratic Questioning

Philosophical Chairs

Tiered lessons and products

Learning contracts

Investigations and research opportunities

Technology integration

Independent study and research

Gallery walks

Interest learning centers and stations

Higher level questioning

Academic competitions

Intellectual mentors

Entrepreneurship

21st Century Learning Skills

Compacting Instruction

Academic readiness, interest, and learning style small groups

Expanded from Tomlinson, Carol A. (1999). The

differentiated classroom: Responding to the needs

of all learners. ASCD: Alexandria, VA.

Differentiation Resources

Blaz, Deborah (2006) Differentiated Instruction: A Guide for Foreign Language Teachers. ISBN 978-1596670204 Theisen, Toni (1999) Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All Learners. www.sedl.org/loteced/communique/n06.pdf Tomlinson, Carol Ann (2004) How to Differentiate Instruction in Mixed Ability Classrooms. ISBN 978-0131195004 Tomlinson, Carol Ann (1999) The Differentiated Classroom: Responding to the Needs of All Learners. ISBN 978-0131195028 Tomlinson, Carol Ann and Jay McTighe (2006) Integrating Differentiated Instruction and Understanding by Design: Connecting Content and Kids. ISBN 978-1416602842

Pre-AP and AP Resources

AP Course Audit Tutorial

Digital presentation explaining the AP Course Audit process for teachers newly assigned an AP course.

http://archive.austinisd.org/academics/curriculum/gt/AP_Course_Audit/player.html

Teacher Corner for Pre-AP

This website contains information and teaching tips for Pre-AP courses. Visit the Course Home Pages for additional

information about each AP course, the Teachers' Resources area for reviews of teaching materials, and the Exam

Questions pages for detailed information about each exam.

http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/index.html

AP Course Guides

The AP Course Guides provide the most up-to-date information about each course and exam and are published by the

College Board. These course guides are helpful for the Vertical Team as they outline the capstone course’s expectation.

http://curriculum.austinisd.org/adv_ac/AP/curriculum.html

College Board Electronic Discussion Group

AP Central offers Web-based threaded discussion groups for many AP courses and roles. This feature gives you the

ability to post and view messages online for the discussion group.

http://apcentral.collegeboard.com/apc/public/homepage/7173.html

Online Score Reports for Campuses

Log in required. Access a wide variety of reports regarding student performance on AP exams.

https://scores.collegeboard.com/pawra/home.action

http://www.sedl.org/loteced/communique/n06.pdf

http://archive.austinisd.org/academics/curriculum/gt/AP_Course_Audit/player.html

http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/index.html

http://curriculum.austinisd.org/adv_ac/AP/curriculum.html

http://apcentral.collegeboard.com/apc/public/homepage/7173.html

https://scores.collegeboard.com/pawra/home.action

Pre-AP/AP Professional Development Plan

5-year training renewal of

Pre-AP/AP Summer Institute Pre-AP/AP Summer

Institute 1- or 2-day Pre-AP/AP

Workshops AP Exam Reader

College Board Consultant

AP Course Audit (AP teachers only)

Initial Pre-AP/AP Summer Institute

advanced placement vertical teams curriculum manual: world ...€¦ · classes prepare students to...

Documents