Recent Changes

Thursday, January 25

  1. page DLI Second Grade Team-Jan 25, 2018 edited ... The goals are for the students to develop literacy skills in both English and the target world…
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    The goals are for the students to develop literacy skills in both English and the target world language such as Spanish, French, or Chinese while attaining academic achievement that is at or above their grade level as measured by Utah core testing.
    Furthermore students will develop a world cultural sensitivity. Dual Language Programs strive to prepare students academically, linguistically and socially for the challenges and needs of our global community.
    TSD Dual Language Immersion Curriculum Documents 2017-2018TSD Dual Language Immersion Curriculum Documents 2017-2018TSD Dual Language
    ...
    Documents 2017-2018
    ACTFL-NCSSFL New "Can-do" Statements

    TSD Dual Language Immersion Curriculum Documents 2017-2018-ResearchTSD Dual Language Immersion Curriculum Documents 2017-2018-ResearchResearch
    Research:Dual-Language Immersion Programs Raise Student Achievement in English: Research from Portland City Schools
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    9:29 am
  2. page DLI Second Grade Team-Jan 25, 2018 edited ... Research:Dual-Language Immersion Programs Raise Student Achievement in English: Research from …
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    Research:Dual-Language Immersion Programs Raise Student Achievement in English: Research from Portland City Schools
    Portland Dual Language Study 2017.pdf {Portland Dual Language Study 2017.pdf}
    Opening links and videos
    How learning a new language improves tolerance
    Anna Rosling Rönnlund: See how the rest of the world lives, organized by income | TED Talk |
    Dollarstreet.org

    TSD Dual Language Immersion Curriculum Documents 2017-2018-TSD Dual Language Immersion ProgramTSD Dual Language Immersion Curriculum Documents 2017-2018-TSD Dual Language Immersion ProgramTSD Dual Language Immersion Program
    TSD Dual Language Immersion Curriculum Documents 2017-2018-Integrating Culture, Content and LanguageTSD Dual Language Immersion Curriculum Documents 2017-2018-Integrating Culture, Content and LanguageIntegrating Culture, Content and Language
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    9:28 am

Wednesday, January 24

  1. page DLI Second Grade Team-Jan 25, 2018 edited ... ACTFL-NCSSFL New "Can-do" Statements-Standard 2-CultureDual Language Immersion Curri…
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    ACTFL-NCSSFL New "Can-do" Statements-Standard 2-CultureDual Language Immersion Curriculum Documents 2017-2018-Standard 2-CultureStandard 2-Culture
    ACTFL-NCSSFL New "Can-do" Statements-InterculturalityDual Language Immersion Curriculum Documents 2017-2018-InterculturalityInterculturality
    ACTFL-NCSSFL New "Can-do" Statements
    {Screen Shot 2018-01-23 at 2.12.20 AM.png}
    Standard 2 Cultures: Interact with cultural competence and understanding.
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    11:21 am
  2. page DLI First Grade Team-Jan 24, 2018 edited ... Become familiar with the AAPPL assessment Identify aspects of cultural competence that can be…
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    Become familiar with the AAPPL assessment
    Identify aspects of cultural competence that can be integrated into curriculum
    Here is what Dual Language World Language and English teachers are doing for the district PD-Opening links anOpening links an
    How learning a new language improves tolerance
    Anna Rosling Rönnlund: See how the rest of the world lives, organized by income | TED Talk |
    Dollarstreet.org

    Targets-Participants can-What is Dual Language Immersion?What is Dual Language Immersion?
    Dual Language immersion is a way to learn academic content while acquiring another language at the same time. Students receive math, science, or social studies instruction in a target language, such as Spanish, French, or Chinese. Because of the teaching strategies used, the students learn the concepts and skills for the subject area and develop the ability to read, write, speak, and listen in another language.
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    10:33 am
  3. page DLI First Grade Team-Jan 24, 2018 edited ... Core Practices for World Language Learning-ACTFL-NCSSFL New "Can-do" StatementsACTFL…
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    Core Practices for World Language Learning-ACTFL-NCSSFL New "Can-do" StatementsACTFL-NCSSFL New "Can-do" Statements
    {Colorado World-Readiness Standards 2018.png}
    Dual Language Immersion Curriculum Documents 2017-2018-Standard 2-CultureStandardStandard 2-Culture
    Dual

    Core Practices for World Language Learning-InterculturalityDual
    Language Immersion
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    Documents 2017-2018-InterculturalityInterculturality
    ACTFL-NCSSFL New "Can-do" Statements
    Core Practices for World Language Learning-ACTFL-NCSSFL New "Can-do" Statements

    {Screen Shot 2018-01-23 at 2.12.20 AM.png}
    Standard 2 Cultures: Interact with cultural competence and understanding.
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    9:27 am

Tuesday, January 23

  1. page DLI Second Grade Team-Jan 25, 2018 edited ... Screen Shot 2018-01-16 at 2.27.55 PM.png Revised Colorado World Languages Academic Standards-…
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    Screen Shot 2018-01-16 at 2.27.55 PM.png
    Revised Colorado World Languages Academic Standards-2018
    ...
    2.30.11 AM.png} Screen Shot 2018-01-23 at 2.30.11 AM.png
    ACTFL-NCSSFL New "Can-do" StatementsCore Practices for World Language Learning-ACTFL-NCSSFL New "Can-do" StatementsACTFL-NCSSFL New "Can-do" Statements
    {Colorado World-Readiness Standards 2018.png}
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    5:44 pm
  2. page DLI Second Grade Team-Jan 25, 2018 edited Agenda Greetings and check in What is Dual Language Immersion-The TSD Model-from Utah-Immersio…

    Agenda
    Greetings and check in
    What is Dual Language Immersion-The TSD Model-from Utah-Immersion observation chart
    Research from Portland City Schools Immersion Program
    World Standards, Proficiency Ranges, 3 Modes, Proficiency reports
    Intercultural competence
    AAPPL demo
    Working in groups with the curriculum documents-Spanish-Spanish, English-English ,all 4 together
    Targets-Participants canTargets-Participants canTargets-Participants can
    Relate current research to TSD program
    Understand and apply the TSD Model
    Use the points in the Immersion Observation Chart
    Apply the World Standards, Proficiency Ranges, 3 Modes, Proficiency reports
    Become familiar with the AAPPL assessment
    Identify aspects of cultural competence that can be integrated into curriculum
    Targets-Participants can-What is Dual Language Immersion?Targets-Participants can-What is Dual Language Immersion?What is Dual Language Immersion?
    Dual Language immersion is a way to learn academic content while acquiring another language at the same time. Students receive math, science, or social studies instruction in a target language, such as Spanish, French, or Chinese. Because of the teaching strategies used, the students learn the concepts and skills for the subject area and develop the ability to read, write, speak, and listen in another language.
    The goals are for the students to develop literacy skills in both English and the target world language such as Spanish, French, or Chinese while attaining academic achievement that is at or above their grade level as measured by Utah core testing.
    Furthermore students will develop a world cultural sensitivity. Dual Language Programs strive to prepare students academically, linguistically and socially for the challenges and needs of our global community.
    TSD Dual Language Immersion Curriculum Documents 2017-2018TSD Dual Language Immersion Curriculum Documents 2017-2018TSD Dual Language Immersion Curriculum Documents 2017-2018
    TSD Dual Language Immersion Curriculum Documents 2017-2018-ResearchTSD Dual Language Immersion Curriculum Documents 2017-2018-ResearchResearch
    Research:Dual-Language Immersion Programs Raise Student Achievement in English: Research from Portland City Schools
    Portland Dual Language Study 2017.pdf {Portland Dual Language Study 2017.pdf}
    TSD Dual Language Immersion Curriculum Documents 2017-2018-TSD Dual Language Immersion ProgramTSD Dual Language Immersion Curriculum Documents 2017-2018-TSD Dual Language Immersion ProgramTSD Dual Language Immersion Program
    TSD Dual Language Immersion Curriculum Documents 2017-2018-Integrating Culture, Content and LanguageTSD Dual Language Immersion Curriculum Documents 2017-2018-Integrating Culture, Content and LanguageIntegrating Culture, Content and Language
    TSD Dual Language Immersion Curriculum Documents 2017-2018-TSD Dual Language Immersion Assessment Plan will follow Utah modelTSD Dual Language Immersion Curriculum Documents 2017-2018-TSD Dual Language Immersion Assessment Plan will follow Utah modelTSD Dual Language Immersion Assessment Plan will follow Utah model
    {DLI Assessmet plan utah.png}
    {Utah scope and sequence.png}
    {Screen Shot 2018-01-23 at 2.15.54 AM.png}
    Dual Language Immersion Curriculum Documents 2017-2018Dual Language Immersion Curriculum Documents 2017-2018Dual Language Immersion Curriculum Documents 2017-2018
    Dual Language Immersion Curriculum Documents 2017-2018-AAPPL Spanish Language Testing for ProficiencyDual Language Immersion Curriculum Documents 2017-2018-AAPPL Spanish Language Testing for ProficiencyAAPPL Spanish Language Testing for Proficiency
    Dual Language Immersion Curriculum Documents 2017-2018-AAPPL:Dual Language Immersion Curriculum Documents 2017-2018-AAPPL:AAPPL:
    The ACTFL Assessment of Performance toward Proficiency in Languages (AAPPL) is unlike any other assessment. AAPPL Measure addresses the World-Readiness Standards for Learning Languages and uses today’s communication media in which test takers perform tasks such as participating in a virtual video chat, creating wikis, e-mailing, and using apps to demonstrate language ability.
    Language and Modes of Communication
    The AAPPL Measure assesses the following modes of communication:
    Interpersonal Listening/Speaking
    Presentational Writing
    Interpretive Reading and Listening
    {Screen Shot 2018-01-16 at 1.06.13 PM.png}
    {http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png} TSD DLI walk through Jan 2018 Spanish Language Immersion-Teacher-Observation-Checklist.docx
    TSD DLI walk through Jan 2018 Spanish Language Immersion-Teacher-Observation-Checklist.docx
    TSD DLI walk through Jan 2018 Spanish Language Immersion-Teacher-Observation-Checklist.docx {TSD DLI walk through Jan 2018 Spanish Language Immersion-Teacher-Observation-Checklist.docx}
    {Spanish DLI walk through 2.png}
    {Screen Shot 2018-01-16 at 2.27.55 PM.png}
    Screen Shot 2018-01-16 at 2.27.55 PM.png
    Revised Colorado World Languages Academic Standards-2018
    {Screen Shot 2018-01-23 at 2.30.11 AM.png} Screen Shot 2018-01-23 at 2.30.11 AM.png
    ACTFL-NCSSFL New "Can-do" StatementsCore Practices for World Language Learning-ACTFL-NCSSFL New "Can-do" StatementsACTFL-NCSSFL New "Can-do" Statements
    {Colorado World-Readiness Standards 2018.png}
    ACTFL-NCSSFL New "Can-do" Statements-Standard 2-CultureDual Language Immersion Curriculum Documents 2017-2018-Standard 2-CultureStandard 2-Culture
    ACTFL-NCSSFL New "Can-do" Statements-InterculturalityDual Language Immersion Curriculum Documents 2017-2018-InterculturalityInterculturality
    {Screen Shot 2018-01-23 at 2.12.20 AM.png}
    Standard 2 Cultures: Interact with cultural competence and understanding.
    The study of other cultures is deeply intertwined with the acquisition of other languages. One learns to understand another culture and interact appropriately within it through the acquisition of its language for purposes of communication in the Interpersonal, Interpretive, and Presentational Modes. Learning about and experiencing another culture in both simulated and authentic situations, either real or virtual, enable students to understand that particular culture on its own terms. Developing an understanding and awareness of other cultures’ perspectives is critical in the development of global competence, an essential “theme in preparing learners for life and work in the world”. All students need to understand diverse cultural perspectives that exist both within the United States and other countries in order to function appropriately in varied cultural and linguistic contexts that they may encounter in their future. It is fundamental to develop an awareness of other people’s worldviews and patterns of behavior that characterize their world, as well as the products that the culture has created and the reasons for their existence.
    Because language is the primary vehicle for expressing cultural perspectives and participating in social practices, the acquisition of a language provides multiple opportunities for learners to investigate the relationships between the perspectives and the practices and products of a particular culture, as well as to develop insights about a culture that are available in no other way. In reality, the true content of a language course or program is not discrete elements of grammar and vocabulary, but rather the cultures expressed through the language.
    A significant shift in how culture is taught in the language classroom is the move away from teaching isolated facts to integrating culture with language. At the heart of the Colorado Academic Standards for World Languages is the attitude of being an explorer, using language to investigate, explain, and reflect on how perspectives are exhibited in the practices and products of a culture. Through language acquisition experiences, learners increase their background knowledge of the cultures that speak the language being acquired and also develop the skills of observing and researching questions that surface around cultural perspectives, practices, and products.
    {ACTFLPyramid color pdfuse copy.png}
    ACTFLPyramid color pdfuse copy.png
    {ACTFL pyramid 1 copy.png}
    ACTFL pyramid 1 copy.png
    {instructional shifts.png}

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    5:43 pm

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