PLANNING FOR PERFORMANCE:
2017 STARTALK LEARNING PLAN
PLANNING FOR PERFORMANCE:
2017 STARTALK LEARNING PLAN
STARTALK Spring Conference 2017
Helena Curtain Greta Lundgaard
1
Session Can-DosSession Can-Dos
I can explain the difference between a Global Can-Do, a
Program Can-Do, and a Lesson Can-Do.
respond to the Gradual Release of Responsibility Model.
I can understand how to structure learning episodes to
respond to the Gradual Release of Responsibility Model.
I can identify the revisions and new elements found in
the STARTALK Learning Plan.
New & Improved?New & Improved?
A LESSON is a series of LEARNING EPISODES.A LESSON is a series of LEARNING EPISODES.
LessonA lesson is a series of
learning episodes which
address specific Lesson
Can-Do Statements. The
length of a lesson is
determined by the
program. Lessons should
be prepared for any
learning experiences, both
in the classroom and in
other settings.
Learning EpisodeA learning episode is one of a series of
learning experiences that address specific
Lesson Can-Do Statements. Learning
episodes build on each other, include a
check for learning, and lead to guided
and/or independent practice. The amount
of time allotted for a learning episode is
approximately equivalent to the age of the
learner, for secondary students it could be
as long as 30 mintues.
STARTALK 2017
1
3
2
?
?
STARTALK 2017
• Program decides
how long a “lesson”
will be.
• A lesson can have as
many episodes as it
needs
See Page _____of
annotated learning plan
STARTALK 2017
• Program Can-Do
Statements from
Curriculum
Template are
“unpacked” into
Lesson Can-Do
Statements.
See Page 42 of annotated
learning plan
NCSSFL-ACTFL Global Can-DoNCSSFL-ACTFL Global Can-Do
Program Can-
Do Statement
Program Can-
Do Statement
Lesson Can-DoLesson Can-Do
Lesson Can-DoLesson Can-Do
Program Can-
Do Statement
Program Can-
Do Statement
Lesson Can-DoLesson Can-Do
Lesson Can DoLesson Can Do
Program CAN-DO STATEMENTS from Curriculum Template
are unpacked into Lesson Can-Do Statements.
Program CAN-DO STATEMENTS from Curriculum Template
are unpacked into Lesson Can-Do Statements.
I can ask and answer simple questions about
family, animals, likes and dislikes.
I can identify my family members.
I can find out who is in your family.
I can say what I do with my family.
Lesson Can-Do Statements
From CURRICULUM TEMPLATE to LEARNING PLAN.From CURRICULUM TEMPLATE to LEARNING PLAN.
Program Can-Do statement from curriculum template
STARTALK 2017
• Lesson Can-Do Statements
are derived from Program
Can-Do Statements in
Curriculum Template
See Page 42 of annotated
learning plan
Identify: Culture-Content-Language Identify: Culture-Content-Language
Based on the Lesson Can-Dos For the entire Learning Plan
Culture
What do learners need to
know to meet the lesson can-dos?
Content
What do learners need to
know to meet the lesson can-dos?
Language
What do learners need to
know to meet the lesson can-dos?
Family relationshipsFamily roles in the home
the Emperor, the Huns Mulan has… Mulan likes/doesn’t like….mother, father, dogs, horses, dragons, crickets
Identify: Culture-Content-Language Identify: Culture-Content-Language
Culture
LanguageContent
Identify: Culture-Content-Language Identify: Culture-Content-Language
Based on the Lesson Can-Dos For the entire Learning PlanCulture
What do learners need to
know to meet the lesson can-dos?
Content
What do learners need to
know to meet the lesson can-dos?
Language
What do learners need to
know to meet the lesson can-dos?
Legend of MulanFamily relationshipsFamily roles in the home
the Emperor, the Huns Mulan has… Mulan likes/doesn’t like….mother, father, dogs, horses, dragons, crickets
Where do I find:Where do I find:
Stage 1?
Stage 2:
Stage 3?
For each Learning Episode?
They are now together for
each learning episode
STARTALK 2017
See Page 43 of annotated
learning plan
STARTALK 2017
1 ?
?
2 3
See Page 43 of annotated
learning plan
STARTALK 2017
• Specific Lesson Can-Do
Statement this learning
episode addresses
Can be the same for
more than EpisodeShould be different
for each Episode
1 ?
?
2 3
See Page 43 of annotated
learning plan
Can have more than
one lesson Can-do
Check for learning
Episode 1
Lesson Can-Do Statement(s)
What specific can-do addresses this episode?
Check for Learning
How will you know that learners have
met the learning target for this episode?
I can identify key elements from the story of
Mulan.
• Learners draw or select images based on
what the teachers says about Mulan. Interpretive
• Learners pair and share information about the images as the teacher circulates.
Interpersonal
EVERY Episode contains a CHECK FOR LEARNING that connects to
the Lesson Can-Do Statement(s).
EVERY Episode contains a CHECK FOR LEARNING that connects to
the Lesson Can-Do Statement(s).
STARTALK 2017
• Stage 3
– Could be the same
for more than one
Learning Episode
– Could have more
than one Lesson Can-
Do
1 ?
?
2 3
See Page 43 of annotated
learning plan
Stage 3Stage 3 What will prepare learners to demonstrate
what they can do with what they know?
• Do the learning activities provide variety to enable a lively
pace for the lesson?
• Do all activities make the best use of instructional time to
maximize student learning and take an appropriate amount of
time considering the age of the learner?
• Do the learning activities allow students to move from input to
shared/guided practice and then to independent application
of new learning?
STARTALK 2017
• Stage 3
– Could be the same
for more than one
Learning Episode
– Could have more
than one Lesson
Can-Do
1 ??2 3
See Page 43 of annotated
learning plan
Differentiation Strategies
Model
Learning
Episode
Model
Learning
Episode
Complete the Lesson Can-Dos, Stage 1, 2, & outline of
Stage 3 for each day up until the day before the site visit.
Make these plans available for viewing by site visit team.
(a copy for each site visit team member is not needed)!
!
Share printed copies & electronic copies of complete
learning plans (Stage 1, 2, & detail of Stage 3) for the day
before, day of and day after the site visit for each site visit
team member.
!
2017 Site Visit Requirements2017 Site Visit Requirements
STARTALK 2017
Let’s Practice Working
with Lesson Can-Dos!
NCSSFL-ACTFL Global Can-DoNCSSFL-ACTFL Global Can-Do
Program Can-
Do Statement
Program Can-
Do Statement
Lesson Can-DoLesson Can-Do
Lesson Can-DoLesson Can-Do
Program Can-
Do Statement
Program Can-
Do Statement
Lesson Can-DoLesson Can-Do
Lesson Can DoLesson Can Do
Program CAN-DO STATEMENTS from Curriculum Template
are unpacked into Lesson Can-Do Statements.
Program CAN-DO STATEMENTS from Curriculum Template
are unpacked into Lesson Can-Do Statements.
Unpacking from Curriculum Template to LEARNING PLAN.Unpacking from Curriculum Template to LEARNING PLAN.
Example: NM Presentational Speaking
Global Can-Do: I can present information about myself and some
other very familiar topics using a variety of words, phrases, and
memorized expressions.
Program Can-Do: I can describe my family to others.
Lesson Can-Do Statements: (these will vary based on the program theme, the learning
episode check for learning, and Stage 2 performance assessments)
I can give the names of my family members and identify their relationship to me.
I can give the age and birthday of members of my family.
Example: NM Presentational Speaking
Global Can-Do: I can present information about myself and some
other very familiar topics using a variety of words, phrases, and
memorized expressions.
Program Can-Do: I can describe my family to others.
Lesson Can-Do Statements: (these will vary based on the program theme, the learning
episode check for learning, and Stage 2 performance assessments)
I can give the names of my family members and identify their relationship to me.
I can give the age and birthday of members of my family.
Example: NM Presentational Speaking
Global Can-Do: I can present information about myself and some other
very familiar topics using a variety of words, phrases, and memorized
expressions.
Program Can-Do: I can describe my family to others.
Lesson Can-Do Statements: (these will vary based on the program theme, the learning
episode check for learning, and Stage 2 performance assessments)
I can give the names of my family members and identify their relationship to me.
I can give the age and birthday of members of my family.
I can state the physical characteristics of members of my family.
Example: NM Presentational Speaking
Global Can-Do: I can present information about myself and some other
very familiar topics using a variety of words, phrases, and memorized
expressions.
Program Can-Do: I can describe my family to others.
Lesson Can-Do Statements: (these will vary based on the program theme, the learning
episode check for learning, and Stage 2 performance assessments)
I can give the names of my family members and identify their relationship to me.
I can give the age and birthday of members of my family.
I can state the physical characteristics of members of my family.
Unpacking from Curriculum Template to LEARNING PLAN.Unpacking from Curriculum Template to LEARNING PLAN.
Example: NM Presentational Speaking
Global Can-Do: I can present information about myself and some other very familiar
topics using a variety of words, phrases, and memorized expressions.
Program Can-Do: I can describe my family to others.
Lesson Can-Do Statements: (these will vary based on the program theme, the learning episode check for
learning, and Stage 2 performance assessments)
I can give the names of my family members and identify their relationship to me.
I can give the age and birthday of members of my family.
I can state the physical characteristics of members of my family.
I can state the personality characteristics of members of my family.
Example: NM Presentational Speaking
Global Can-Do: I can present information about myself and some other very familiar
topics using a variety of words, phrases, and memorized expressions.
Program Can-Do: I can describe my family to others.
Lesson Can-Do Statements: (these will vary based on the program theme, the learning episode check for
learning, and Stage 2 performance assessments)
I can give the names of my family members and identify their relationship to me.
I can give the age and birthday of members of my family.
I can state the physical characteristics of members of my family.
I can state the personality characteristics of members of my family.
Unpacking from Curriculum Template to LEARNING PLAN.Unpacking from Curriculum Template to LEARNING PLAN.
Example: NM Presentational Speaking
Global Can-Do: I can present information about myself and some other very familiar
topics using a variety of words, phrases, and memorized expressions.
Program Can-Do: I can describe my family to others.
Lesson Can-Do Statements: (these will vary based on the program theme, the learning episode check for
learning, and Stage 2 performance assessments)
I can give the names of my family members and identify their relationship to me.
I can give the age and birthday of members of my family.
I can state the physical characteristics of members of my family.
I can state the personality characteristics of members of my family.
Example: NM Presentational Speaking
Global Can-Do: I can present information about myself and some other very familiar
topics using a variety of words, phrases, and memorized expressions.
Program Can-Do: I can describe my family to others.
Lesson Can-Do Statements: (these will vary based on the program theme, the learning episode check for
learning, and Stage 2 performance assessments)
I can give the names of my family members and identify their relationship to me.
I can give the age and birthday of members of my family.
I can state the physical characteristics of members of my family.
I can state the personality characteristics of members of my family.
Unpacking from Curriculum Template to LEARNING PLAN.Unpacking from Curriculum Template to LEARNING PLAN.
“Chunking” Lesson Can-Dos into Learning Episodes“Chunking” Lesson Can-Dos into Learning Episodes
• Classify greetings as formal or informal (Interpretive)
• Recognize what time of the day it is when someone says hello &
goodbye (Interpretive)
• Appropriately start, respond, & end a conversation (Interpersonal)
• Give my name & ask others to give their names (Interpretive)
Program Can-Do:
I Can Exchange Some Personal Information with Others
Lesson Can-Do Statements:
I can . . . Episode 1
Check for Learning:
Random pairing, have pairs greet each other, introduce themselves, and say
farewell.
“Chunking” Lesson Can-Dos into Learning Episodes“Chunking” Lesson Can-Dos into Learning Episodes
Program Can-Do:
I Can Exchange Some Personal Information with Others
Lesson Can-Do Statements:
I can . . .
• Recognize birthdates (Interpretive)
• Recognize significant dates (Interpretive)
• Sort significant dates by season (Interpretive)
Check for learning
• Give my birthdate (month, day) (Presentational)
• Exchange information about birthdays and ages
with others (Interpersonal)
Check for learning
Episode 2
Episode 3
Let’s Give it a try!Let’s Give it a try!
• Look at sample Program Can-Do Statements
• Look at sample Lesson Can-Do statements
• Connect the Lesson Can Do statements to the Program Can-
Do Statements
• Organize the Lesson Can-Do statements in a logical
sequence.
“Chunking” Can-Dos into Learning Episodes
Sequencing by Mode
“Chunking” Can-Dos into Learning Episodes
Sequencing by ModeProgram Can-Do:
I Can Exchange Some Personal Information with Others
Lesson Can-Do Statements: I can . . .• Classify greetings as formal or informal (Interpretive)
• Recognize what time of the day it is when someone says hello & goodbye
(Interpretive)
• Appropriately start, respond, & end a conversation (Interpersonal)
• Give my name & ask others to give their names (Interpretive)
• Recognize months, seasons, and birthdates (Interpretive)
• Exchange information about birthdays and ages with others (Interpersonal)
• Identify someone’s phone number, email address, or social media handle (Interpretive)
• Exchange contact information with others (Interpersonal)
• Answer basic questions about my contact and biographical information and ask others
basic contact and biographical questions. (Interpersonal)
• Derive information from simple letters and texts about the contact and biographical
information of others. (Interpretive)
Sequencing & Scaffolding for Success
Sequencing by ????
Sequencing & Scaffolding for Success
Sequencing by ????
Sequencing & Scaffolding for Success
Sequencing by Gradual Release or Input Output.
Sequencing & Scaffolding for Success
Sequencing by Gradual Release or Input Output.
• Program Can-Do Statement: I can exchange some personal
information with others
– Can-Do
– Can-Do
– Can-Do
– Can-Do
– Can-Do
– Can-Do
Interpretive
Interpretive
Interpersonal
Interpersonal
Presentational
Interpretive
Input
Input
Processing
Processing
Practice
Production
I Do
I Do
We Do Guided
We Do Guided
We Do Collaborative
You Do
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Explicit Instruction
Guided
Instruction
“I do it”
“We do it”
“You do it
together”Collaborative
Independent “You do it
alone”
How does Gradual Release Work?How does Gradual Release Work?
Better Learning Through Structured Teaching, Fisher & Frey 2nd ed. 2013
Input
Processing
Practice
Production
Session Can-DosSession Can-Dos
I can explain the difference between a Global Can-Do, a
Program Can-Do, and a Lesson Can-Do.
respond to the Gradual Release of Responsibility Model.
I can understand how to structure learning episodes to
respond to the Gradual Release of Responsibility Model.
I can identify the revisions and new elements found in
the STARTALK Learning Plan.
Session Can-DosSession Can-Dos
I can explain the difference between a Global Can-Do, a
Program Can-Do, and a Lesson Can-Do.
respond to the Gradual Release of Responsibility Model.
I can understand how to structure learning episodes to
respond to the Gradual Release of Responsibility Model.
I can identify the revisions and new elements found in
the STARTALK Learning Plan.
39
Global Can-Do Statements
Program Can-Do Statements
Summative Assessments
Lesson Can-Do Statements
Checks for Learning
Formative Assessments