What’s the best thing that has

happened so far this year?

http://search.barnesandnoble.com/booksearch/imageviewer.asp?ean=9780131950849&imId=147217080

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The 3 Communicative Modes

Interpretive — They read, listen to and/or view information about the topic.

Interpersonal — They talk with others about the topic in meaningful ways.

Presentational — They have the opportunity to share what they have learned in writing

and/or orally with an audience.

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Roots: Content & Contexts•Topics•Social Situations

Trunk: Functions•Ask & answer questions•Describe•Compare & contrast•Narrate & describe•Support an opinion

Leaves: Accuracy• Pronunciation• Grammar• Vocabulary• Socio-linguistic

appropriateness• Fluency

Branches: Text Type•words•sentences•paragraphs

Assessing Proficiency

Chantal Thompson

Major Levels - Novice

The “Parrot”

Lists with words/phrases Makes attempts at

conversation Memorized language Telegraphic Limited topic areas

WORD LEVELChantal Thompson10

Major Levels – Intermediate

The “Survivor”

Creates with language; recombines and adapts learned material to express personal meaning

Asks and answers questions about familiar topics

Handles simple situations

SENTENCE LEVELChantal Thompson11

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Common Core• Balance of Informational and Literary Texts

• Close Reading of Increasingly Complex Texts

• Use of Evidence-Based Arguments

• Interaction with Multiple Print, Auditory, and Visual Sources

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21st Century Skills

Critical Thinking Collaboration

Communication Creativity

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InterpretiveStudents will read about other families in the world. They

will complete a graphic organizer comparing and contrasting the two families.

InterpersonalStudents will be given a picture of

a culturally authentic family and will assume that they are part of

that family. They will interact asking questions about family and the communities in which

they live.

Presentational You have been asked to prepare a presentation for a group of international students on the American family along with information on typical teenagers and their possessions. Students will also highlight a family celebration that is important in their homes.

•Communication•Collaboration

Introductory – Family and Friendship

• Critical Thinking and Problem Solving

• Creativity and Innovation

World Language CurriculumLearning other languages and understanding the culture of the people who speak them is a 21st Century skill that is vital to success in the global environment in which our students will live and work. In a 2006 report entitled, Education for Global Leadership: The Importance of International Studies and Foreign Languages for U.S. Economic and National Security, the Committee for Economic Development (CED) stated “To confront the twenty-first century challenges to our economy and national security, our education system must be strengthened to increase the foreign language skills and cultural awareness of our students. America’s continued global leadership will depend on our students’ abilities to interact with the world community both inside and outside our borders.” For college and career readiness, our students need to be proficient in other languages, regardless of whether they choose to transition directly to the workforce or to post-secondary education.

Who Moved My CheeseSpencer Johnson, M. D.

Ask Why Before How?Asking why helps you to think

about all the reasons for decisions. It helps you to open

your mind to possibilities and opportunities.

Thinking for a ChangeJohn C. Maxwell

College and Career ReadinessCome to understand other perspectives and cultures.

• Appreciate that people from widely divergent cultures must learn and work together

• Evaluate other points of view critically and constructively

• Vicariously inhabit worlds and have experiences much different than their own

College and Career ReadinessCome to understand other perspectives and cultures.

• Appreciate that people from widely divergent cultures must learn and work together

• Evaluate other points of view critically and constructively

• Vicariously inhabit worlds and have experiences much different than their own

Big-Picture Thinking

You’ve got to think about ‘big things’ while you’re doing small

things, so that all the small things go in the right direction.

— Alvin Toffler

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AP Themes Guiding Unit DevelopmentGlobal

Challenges

Contemporary Life

Science and Technology

Personal and Public Identities

Families and Communities

Beauty and Aesthetics

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Selection of ThemesConsiderations:

• Age of learners• Language level of learners• Interests of learners• Potential for real-world communication• Potential to build cultural knowledge and

understandings

Scope and Sequence

Unit Templates – 6, 7 and 8

Parent / Student Overview – 6, 7

District Server Dropbox

Issues▫8th grade templates changed▫Formatting of language-specific vocabulary▫Assessments that are based on translation

8th Grade Templates

Vocabulary Lists• Functions come directly from the template. Template

needs to be modified if changes are made. • Each section begins with a sentence frame – a question

and answer pattern that works for that vocabulary. • Consider having students keep (or reissue) previous

vocabulary lists to avoid adding lots of review words. • Limit vocabulary to no more than 150 high frequency

words. • Find authentic resources before finalizing language

specific vocabulary lists.• Reconsider activities such as seek-n-finds and

crossword puzzles that use translation

Vocabulary Lists

Entrance slip to assessment….

•No discussion.

•Think of a class you taught yesterday or will teach tomorrow.

•Jot down one of the functional “Can-Do” language goals for a class.

Entrance slip to assessment….

•No discussion.

•Think of a class you taught yesterday.

•Jot down one of the funtional language goals for a class.

Share your goal and comment on how you know that each student met that goal.

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Noviceexpress feelings and emotions

Function (s): state personal feelings

verb “to be”, adj. agreement

Accuracy:

what occurs outside the head.

Teaching is ……

Ruby Payne

what occurs inside the head.

Learning is ……

Ruby Payne

image: artsjournal.com

•Answer a question from different perspectives•Brainstorm as many words as you can for this image/concept•Complete a sentence frame •Complete an admit or exit slip•Draw and caption a summary•Interview your partner to find out (x)•Provide definitions by using circumlocution•Read and identify most important word or main idea•Read and write a title for (x)•State your opinion of (x)•Take turns describing (x)•Think of three things to say (x)•Write a tweet that summarizes (x)•Write a five word description of the story•Write a question for a future quiz•Write questions you would like to ask

Checks for Understanding/Closure

Student Can-do’sI can Yes

With some help

Not yet

identify where rainforests are found in the world identify common features found in rainforests say what you do in the rainforest comment on foods you eat/drink name and describe animals that live in the rainforest say why I want or don’t want to visit certain places in Puerto Rico comment on the weather

Thematic Unit: In Search of the Coqui – lauraterrill.wikispaces.com

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Teacher Observation Check Listidentify where rainforests are found in the world

identify common features found in rainforests

say what you do in the rainforest

comment on foods you eat/drink

name and describe animals that live in the rainforest

say why I want or don’t want to visit certain places in Puerto Rico

comment on the weather

Student 1

Student 2

Student 3

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AssessmentD. Las Clases y Materias- Translate the following

items. Write in the opposite language.

1. el cuaderno2. student desk3. social studies4. door5. el marcador6. pencil 7. educación física8. ciencias de la familia9. lunch10.pen

Summer work updates?• Develop language specific vocab lists for Units 1 and 2 for

8th grade.• Develop core vocab lists for units 3 and 4 for 8th grade. • Develop assessments task for each language for unit 1 8th

grade.• Find authentic texts that support units 1 and 2 for 8th

grade and develop appropriate support materials. • Review revised "Responsibility" unit. Allow those that are

there to make final decisions. Create English core vocab list for that unit. 

• Clean up and submit core vocab lists for all of 6th grade in English and in each language.

• Clean up and submit core vocab lists in English for 7th grade and in each language. 

• Revise assessments for 3 modes in each language for unit 1 for 6th and 7th grades and submit. 

Proposed tasks by end of day

•Agree on 8th grade templates units 1 and 2

•Upload general core vocabulary 8th grade unit 1

•Upload all language specific 8th grade unit 1 vocabulary lists

•Upload all language specific vocabulary lists for units 1 and 2 for 6th and 7th grade

•Upload language specific end of unit assessments for unit 1 6th and 7th grade for each mode