designing standards-based curriculum: elementary schools marcia harmon rosenbusch, director national...
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Designing Standards-based Curriculum: Elementary Schools
Marcia Harmon Rosenbusch, Director
National K-12 Foreign Language Resource Center
Iowa State University, Ames, Iowa
Eileen Lorenz, Project Director
Chinese K-5 FLES Project
Center for Applied Linguistics (CAL), Washington, DC
Curriculum Design in Elementary School World Languages
Historical perspective
““If you don’t know where you are going how will you If you don’t know where you are going how will you know when you get there?”know when you get there?”
Elements in curriculum design
Framework for Curriculum
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are needed to see this picture.
Backward Design
• Enduring understandings: Universal truths that are at the heart of the discipline and that have value beyond the classroom.
• Essential questions: Questions that help us discover universal truths.
National Student Standards
Define what students should know and be able to do.
1. Communication
2. Cultures FIVE
3. Connections GOALS
4. Comparisons
5. Communities
National Student Standards
Goal 1. CommunicationGoal 1. Communication
Three Modes of Communication:
Interpersonal
Interpretive
Presentational
National Student Standards
Goal 2. CulturesGoal 2. Cultures
Perspectives
Products Practices
Accountability, Achievement, and Assessment
How will we know when we get there?How will we know when we get there?
Define performance tasks for language assessment (interpersonal, interpretive, presentational).
Defining Thematic Teaching
What is thematic teaching?What is thematic teaching?• Links concepts (content), language and culture;Links concepts (content), language and culture;• Grounded in developmentally appropriate Grounded in developmentally appropriate
learning;learning;• Provides a meaningful framework for Provides a meaningful framework for
teaching/learning;teaching/learning;• Addresses the National Standards.Addresses the National Standards.
CRICTOR BY TOMMI UNGERER
Language arts
Characters, setting, problem, solution Math – Estimation, measuring, metric system Science – Boa constrictor and other snakes Social studies – elements of a French village Language – Descriptive language, initial
sounds, sequencing
CHARACTERISTICS OF STUDENTS
Self-centered Developing language and concepts Rapid concept development Need to be involved in learning
LA PETITE CHENILLE
Language arts – sequencing of events Math – estimation and non-standard
measurements Science – life cycle of the butterfly,
categories of foods Language – naming foods, describing,
expressing preferences, class book
PANDA BEAR, WHAT DO YOU SEE?
Reading/Language arts – naming classroom objects
Locating (near/far, under/over)
Describing (color, sizes, shapes)
Expressing preferences
Identifying (show me or name)
Following directions
PANDA BEAR - CONTINUED
Math – counting Science – Shapes (circle, triangle, square)
and classifications Social studies – classroom organization,
classroom rules, places in classroom
INTEGRATED PERFORMANCE ASSESSMENT
Teacher observation of students with checklist
Matching activities Following directions Where is panda?
PANDA BEAR WHO DO YOU SEE?
Language – greeting classmates and staff Math – counting Social studies – getting to know classmates,
greeting and leave taking.
INTEGRATED PERFORMANCE ASSESSMENT
Teacher observations with checklist Matching activities Panda says hello
Chinese K-5 FLES
Collaborators Purpose of Project
– Develop a K-5 FLES Chinese language framework– Develop proficiency-focused and standards-based
curriculum and materials;– Train teachers in best practices;– Train teachers in classroom-based assessment and
ELLOPA and SOPA;
Chinese K-5 FLES
Purpose of Project (continued)Research
Students’ progress in Chinese language proficiency; Attitudes toward the Chinese language and culture of
students, administrators, teachers, parents and the community;
Student progress on standardized assessments of English language arts and mathematics as compared to the progress of control groups.
Backward Design
Enduring UnderstandingEnduring Understanding
Essential QuestionsEssential Questions
Overarching ThemeOverarching Theme
Kindergarten: Who are we?
Who am I? What would my life be like if I were Chinese?
Who are we at school?Who are we at school?
Who are we at home?Who are we at home?
Who are we in the community?Who are we in the community?
How are you and I the same or different?How are you and I the same or different?
Hands on Practice
A. Language; B. Grade Level Work Group: 1 2 3 4 5
1. Introduce yourselves;
2. Identify recorder;
3. For your grade level, review a) Essential Questions; b) Grade Level Theme; c) Sub-themes;
4. Choose a sub-theme to focus on;
5. Brainstorm ideas of how to address that sub-theme and write them on the web;
6. Develop one idea in more detail;
7. Share with group.
Share your ideas
Designing Standards-based Curriculum: Elementary Schools
Marcia Harmon Rosenbusch, DirectorNational K-12 Foreign Language Resource Center
Iowa State University, Ames, Iowa
Eileen Lorenz, Project DirectorChinese K-5 FLES Project
Center for Applied Linguistics (CAL), Washington, DC