DLI+summer+work+2016

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**:
 * Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
 * (Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.)
 * 1.2 **Interpretive mode**:
 * Understand and interpret written and spoken language on a variety of topics.
 * (Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.)
 * 1.3 **Presentational mode**:
 * Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
 * ( 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: **
 * Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.
 * ( 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:**
 * Demonstrate an understanding of the relationship between the products and perspectives of the cultures studied.
 * (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:**
 * Reinforce and further knowledge of other disciplines through the foreign language.
 * (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:**
 * Acquire information and recognize the distinct viewpoints that are only available through the foreign language and its cultures.
 * (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:**
 * Demonstrate understanding of the nature of language through comparisons of the language studied and their own.
 * (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:**
 * Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
 * (Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. )

World Language Training videos

 * 1) ===Comprehensible Input-Making meaning in the language-The Core of Language Learning: Mimi Met This 5 part video series developed to help immersion teachers understand the concept of comprehensible input and to enable teachers to make input comprehensible to students. Although developed with the immersion classroom in mind, teachers in other types of language programs will find the concepts and strategies applicable to their settings as well.===
 * What is comprehensible classroom: []
 * Input visual clues: []
 * Context strategies: []
 * Language strategies: []
 * Samples classrooms: []
 * Output-Communication strategies-the 3 modes Interpretive, Presentation and interpersonal : []

World Language Training videos

 * 1) Developing learner targets-“I can” statements- []
 * 2) Developing learner targets: teacher presentation: []
 * 3) Developing learner target overview: []
 * 4) Developing learner target –teacher reflection form for lessons: []
 * 5) Checking for understanding: []
 * 6) Checking for understanding-infographic: []
 * 7) Making Meaning: Oral Communication: []
 * 8) Vocabulary in Context: []
 * 9) Calle de la Lecture video-First Grade Gallery walk training: []
 * 10) Math Calendar for the Immersion Classroom: []
 * 11) Quantity and Quality: []
 * 12) Con actividades de reconocimiento: []
 * 13) Helena Curtain - Building Proficiency at the Novice Level: From One-Word Responses to Functional Chunks: []
 * 14) Integrating Culture, Content and Language: []



==TSD Elementary Spanish-FLES Program Curriculum-students meet 2x a week for 30 min each. (different from DLI)-to see how this Spanish curriculum is written==

Research and Practice
Research and practice from the:Immersion conference 2012: Bridging Contexts for a Multilingual World- SLC, Utah > //Emily Nitti Macias,// Robbinsdale Spanish Immersion School >> I will summarize the findings of a five-month mathematics vocabulary action research project in a fourth grade full-immersion program and share strategies used. Participants will be engaged in discussions around best practice strategies of vocabulary instruction in immersion programs and how to adapt these to their own setting. > [|Vocab Games] (PDF) / [|Snapshot Camera] (PDF) > [|Steps to Present New Vocab] (PDF) > **Cheryl Urow**, Education Specialist, Illinois Resource Center > **Karen Beeman**, Education Specialist, Illinois Resource Center > [|Handout] and [|Presentation Slides]This workshop will look at underlying premises and effective strategies for teaching for biliteracy in dual language classrooms and for explicitly teaching students to make connections between their languages. While the focus will be on Spanish – English programs, the strategies and premises are applicable to a variety of dual language program languages. > //Betsy Koop,// Zeeland Christian >> Discussions surrounding the necessity of oral language development for literacy achievement in L2 learners abound. This paper discusses the correlation between high expectations regarding use of L2 only (beginning in Kindergarten) in early total one way immersion programs and the resulting impact on L1 literacy achievement. > [|Presentation Slides] (PDF) / [|Works Consulted] (PDF) > [|Spanish-Mandarin ONLY Timeline] (PDF)
 * 1) **Spanish Immersion Students' Responses to Mathematics Vocabulary Teaching Strategies**
 * 1) **__ Biliteracy Development in Dual Language Education – Strengthening Bridges between Languag __**
 * 1) Impact of Target Language Use and Oral Proficiency on L1 Literacy //Stacey Vanden Bosch,// Zeeland Christian

National Links
for Learning Languages || How are our standards refreshed to meet the perspectives of the 21st century? || # [|World-ReadinessStandardsforLearningLanguages.pdf] > || Describes what language learners can do regardless of how the language was acquired. || # [|ACTFL Prof. Guidelines 2012 update with samples] || States what learners can do specific to each communication mode and level of proficiency. || # > [|NCSSFL ACTFL Can-Do_Statements.pdf] || Describes what language learners can do based on instruction in an instructional setting. || # ||   || Thanks to Jacque VanHouton and Ruta Couet, NCSSFL || # Novice: > ||  ||
 * 1. National World Language Standards refreshed 2014-World-Readiness Standards
 * 1) ACTFL Position Statement:
 * 2. ACTFL 21st century skills map || What are 21st century skills defined through the eyes of a world languages context? || # [[file:tonitheisen/ACTFL 2011 P-21 worldlanguages skills map.pdf|ACTFL 2011 P-21 worldlanguages skills map.pdf]] ||
 * 3. ACTFL Proficiency guidelines || What are the performance levels?
 * 4. NSCCFL-ACTFL "can do" statements || What can students do?
 * 5. ACTFL performance descriptors || How do I explain performance levels to my students?
 * 6. Interculturality "can-do" statements || How do embed culture?
 * 1) Intermediate:[[file:tonitheisen/intermediate_intercultural_can_dos-1.docx|Intermediate_intercultural_can_dos-1.docx]]
 * 2) Advanced:[[file:tonitheisen/Advanced interculturality Can-Do_Culture_Advanced_MCwebsite-1.docx|Advanced interculturality Can-Do_Culture_Advanced_MCwebsite-1.docx]]
 * 7. ACTFL Crosswalk aligning document with the Common Core || What are the connection between the WL standards and common core? || # [[file:vhl2013/ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf|ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf ]][|ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf]
 * 1) Common Core ELA Standards:[[file:tonitheisen/CCR_Anchor_Standards.pdf|CCR_Anchor_Standards.pdf]] ||   ||
 * 8. Bloom's taxonomy charts with questions and activities ||  || # [[file:tonitheisen/Bloom's taxonomy chart.pdf|Bloom's taxonomy chart.pdf]] ||   ||
 * 9. Rigor and Relevance Framework || How can we make instruction more rigorous and relevant? || # Rigor and relevance framework ||  ||
 * 10. AP/IB Comparison chart || How can we make instruction more rigorous and relevant with attention to culture? || # AP/IB Comparison chart:[[file:tonitheisen/AP-IB themes comparisons chart 2011.pdf|AP-IB themes comparisons chart 2011.pdf]] ||  ||
 * 11. Thompson School District world languages site || How can I see others' work to help me with mine? || # TSD WL Wikispace with thematic units, rubrics etc. ||