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=Thompson School District World Languages Curriculum=

= Fast Links =
 * 1) ==TSD K-12 World Language Competencies==
 * 2) == Thompson School District World Language Curriculum Documents Fast Link ==
 * 3) ==TSD World Languages District Assessments-Fast Link==
 * 4) ==TSD World Languages Rubrics-all three modes==

Questions: Contact Toni Theisen

The Thompson School District World Languages Program seeks to provide learning experiences that promote linguistic and intercultural competencies. Our goal is for our 21st century learners to be able to communicate effectively in multiple languages in order to actively participate in the global community by
 * Developing functional proficiency in a world language other than English.
 * Promoting respect for and appreciation of differences in cultural practices, products, and perspectives.
 * Strengthening literacy skills in students' home language and the new language being studied.


 * //“Knowing how, when, and why to say what to whom.”// **


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**TSD WL Tools for Proficiency-Click on the link to see a page with more details**

 * National World Languages Standards Refreshed || ACTFL Prof. Guidelines 2012 update with samples ||
 * ACTFL Performance Descriptors 2013 || @NCSSFL and ACTFL can-do Document ||
 * @NCSSFL and ACTFL can-do statements benchmarks || @ACTFL 90% use of Target Language position statement ||
 * @ACTFL Global Competence Position Statement || Common core aligned with WL Standards ||
 * ACTFL 21st Century Skills Map || CDE Parent and Community Guide to Colorado Academic Standards in World Languages ||
 * Mapping the Nation-International jobs and world languages || ACTFL Position Statement-Demonstrating Education Effectiveness ||


 * ===[|CDE Parent and Community Guide to Colorado Academic Standards in World Languages]=== ||
 * In partnership with the Colorado PTA, family and community guides to the Colorado Academic Standards (in English with Spanish forthcoming) have been created to help families and communities across Colorado better understand the goals and outcomes of the Colorado Academic Standards. The guides describe the “big picture” purpose of the standards, as road maps to help ensure that all Colorado students graduate ready for life, college, and careers. ||

Colorado Academic World Languages Standards:
= “Knowing how, when, and why to say what to whom.” =

Colorado Academic World Languages Standards 2010-our 4 C's
(the 5th C (community) is integrated into the other 4 and in other parts of the document)

**1.** Communication: Communication in Languages Other Than English

 * 1.1 **Interpersonal mode**:
 * Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
 * 1.2 **Interpretive mode**:
 * Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
 * 1.3 **Presentational mode**:
 * Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.

**2.** Cultures: Knowledge and Understanding of Other Cultures

 * 2.1 ** Cultural practices and perspectives: **
 * Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
 * 2.2 **Cultural products and perspectives:**
 * Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

**3.** Connections: Connections with Other Disciplines and Information Acquisition

 * 3.1 **Connections to other disciplines:**
 * Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
 * 3.2 **Acquiring new information:**
 * Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

**4.** Comparisons: Comparisons to Develop Insight into the Nature of Language and Culture

 * 4.1 **Language comparisons:**
 * Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
 * 4.2 **Cultural comparisons:**
 * Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

** Communication in Languages Other Than English **
> (Interpersonal mode)
 * 1) Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
 * 1) Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. (Interpretive mode)
 * 2) Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. (Presentational mode)

Knowledge and Understanding of Other Cultures
>.
 * 1) Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied.
 * 2) Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied.

Connections with Other Disciplines and Information Acquisition

 * 1) Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively.
 * 2) Learners access and evaluate information and diverse perspectives that are available through the language and its cultures.

Comparisons to Develop Insight into the Nature of Language and Culture
>.
 * 1) Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own.
 * 2) Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own.

**National World Language Standards-World Readiness Standards for Learning Languages**
Here are the national standards that are not rewritten, but refreshed for more clarity in order to focus on literacy, real-world applications and 21st century skills.

World Readiness Standards for Learning Languages video



(Resources: ACTFL Proficiency Guidelines and the ACTFL Performance Descriptors)
 * Ranges-PreK-13 Ranges: What students are able to know, understand and be able to do?**

Why did Colorado stop at Intermediate-mid in writing the standards? It was the question asked in creating the standards-What should all students know and be able to do when they graduate? In the past the typical response was two years because those were college requirements. Since the majority of the world language programs are just 4 years ( 9-12), this is a close equivalent. All the other proficiency levels exist and students reach those higher levels with longer range programs such as 6-12, K-12, dual language immersion and native speaker programs.

"Language learning is not a college credit, but rather an essential 21st century life skill."

 * 1) Learners use the language both within and beyond the classroom to interact and collaborate in their community and the globalized world.
 * 2) Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement.

Intermediate-Mid Intermediate-Low Novice-High Novice-Mid Novice-Low

Language learners can be expected to move through levels of proficiency at different rates. In addition, language learners may demonstrate differing proficiencies depending upon the communicative mode in which they are functioning ([|interpersonal], [|interpretive], or [|presentational]).

Targeted proficiency ranges for TSD classes

 * Elementary programs-Novice-Low (approaching Novice-Mid)
 * 6th grade-Novice Low (approaching Novice-Mid)
 * Levels 1A, 1B, Level 1-Novice-Mid
 * Level 2-Novice-Mid (approaching Novice-High)
 * Level 3: Novice-High (approaching Intermediate-Low)
 * Level 4: Intermediate Low (approaching Intermediate-Mid) (a score of 3 on AP and a score of 4 on IB)
 * Level 5 (AP/IB) Intermediate-Mid (approaching Intermediate High)

This document and chart provide guidance to educators as they reflect on their language learning curriculum and assessments. Language learners benefit by understanding the Performance Descriptors and the targeted expectations shown in this chart.
 * HOW TO USE THIS CHART**




 * [|What Proficiency Level Do High School Students Achieve]:[[file:CASLS What Proficiency Level Do High School Students Achieve]]
 * What CAN students DO at different levels from Linda Engatz, 2014 ACTFL TOY
 * [|What about the teacher's proficiency level?]

Unlike other Colorado Academic Content Standards areas, the world languages standard is benchmarked by proficiency levels, rather than grade levels. The development of these proficiency levels was informed by the following resources: ACTFL Proficiency Guidelines and the ACTFL Performance Descriptors.


 * The levels are summarily reflected in the following proficiency statements: **
 * **Novice-Low Range:** Students communicate //using isolated words// and //some high-frequency phrases// with very limited communicative ability.


 * **Novice-Mid Range:** Students communicate //using memorized words and phrases// to talk about familiar topics related to school, home, and the community. Students are able to speak and write using short sentences that contain learned words and phrases. They are able to understand the target language when it is spoken in short, simple phrases and sentences and contain many cognates and memorized phrases and words.. They are able to read very brief texts with comprehension based on basic common themes such as family, school, activities, etc. Comprehension is further enhanced when the spoken language and written text are supported by visual cues and gestures.


 * **Novice-High Range:** Students communicate //using words, lists, and simple sentences// to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. Students are able to speak and write using short sentences that contain learned words and phrases. They are able to understand the target language when it is spoken in short, simple phrases and sentences. They are able to read brief texts, including simple authentic cultural texts, with comprehension. Comprehension is further enhanced when the spoken language and written text are supported by visual cues and gestures.


 * **Intermediate-Low Range:** Students communicate //using simple sentences// to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. Students are able to participate in simple conversational situations using sentences and groups of sentences. They can create with the target language by combining and recombining learned phrases and words. They can write simple messages, read texts, including authentic cultural texts, that deal with familiar topics, and understand the main ideas when listening to conversations dealing with familiar topics or themes. At this range is when students begin to autonomously create with the target language for the first time.


 * **Intermediate-Mid Range:** Students communicate //using strings of sentences// to ask and answer questions, to handle simple transactions related to everyday life, and to talk about subject matter studied in other classes. Students can initiate and sustain conversations by making statements, asking questions, and giving appropriate responses. They can communicate using appropriate time frames on everyday topics both orally and in writing. Students are able to compose cohesive paragraphs related to familiar topics and personal experiences. They are able to understand the main ideas and significant details in extended discussions and presentations, both live and recorded. They are able to acquire new knowledge and information from a variety of text including authentic cultural texts,including short literary texts and media.


 * In other words.... Source: Lynn Fulton:Painting to Proficiency**
 * Novice Low - identify with lists, produce isolated words, repeat memorized items
 * Novice Mid - identify with phrases, combine words, express ideas with simple phrases and expressions
 * Novice High - describe with phrases, identify with short sentences in present time frame
 * Intermediate Low - describe with sentences, use strings of sentences, express own thoughts in single time frame
 * Intermediate Mid - describe with strings of sentences, combine time frames, create with language
 * Intermediate High - write paragraph-length texts, combine of time frames, use limited idiomatic expressions
 * Advanced Low - describe and narrate in paragraph and longer-length texts, combine time frames





One in five American jobs are tied to international trade. See where the biggest concentration of these jobs are and how your state stacks up.


How global is Colorado?

**National World Language Standards-World Readiness Standards for Learning Languages**
Here are the national standards that are not rewritten, but refreshed for more clarity in order to focus on literacy, real-world applications and 21st century skills.

World Readiness Standards for Learning Languages video



=The Interconnectedness of the Standards= "In a world language classroom, standards influence the curriculum, assessment, and instruction. The three purposes of Communication (interpersonal, interpretive, and presentational) form the heart. Culture is always embedded in the instruction. Connections, Comparisons, and Communities enrich the learning activities. The performance standards inform the assessments that show students their progress toward higher levels of proficiency in using the target language. The focus is on what students can do with the language they are learning." (Sandrock 2002, p. 67) NCSSFL-ACTFL Can-do Benchmarks





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