Summer+work+2011

=TSD WL Summer work 2011=

__[|Refining Our World Language Curriculum Maps and Scope and Sequence Docs.] __
 * Agenda: May 25-26, 2011-Refining our curriculum**

__[|Test your proficiency level using this survey] __ How well descriptors [|Stamp Test results data] Basic level activities for reading and writing according to proficiency ranges: || __[|ACTFL Proficiency guidelines #2] __ __[|ACTFL Proficiency guidelines-from ACTFL Language Testing] __ __[|ILR Government Language Proficiencies] __ __[|Correspondance of ACTFL and ILR proficiency scales] __ __Greg Duncan's resources-proficiency __ || [|Thematic units-Georgia] __Effective Curriculum Design __ || Samples from Kentucky:
 * What is proficiency? || __Proficiency-How is it defined? What are the descriptors? __
 * ACTFL Proficiency Guidelines || __[|ACTFL Proficiency guideines] __
 * ACTFL Performance Guidelines || Performance guidelines ||
 * Refining our maps and scope/sequence documents || See Toni-to transfer from flashdrive
 * Creating Learner Targets documents || See handout/poster sheets on board

TSD Learner Targets (I can statements) Template: "I can" statements-origin: Linguafolio: __[|Linguafolio training modules] __ ||
 * [|Jefferson County Public Schools; Louisville, Kentucky curriculum 2011]

[|Linguafolio] || media type="custom" key="10246073"

[|Jefferson County World Language Assessment Documents] ||

__[|Building New Selected Response Assessments for French I, German I and Spanish I] __ [|New Jersey Performance-Based assessments] Types of Assessments: Achievement and Performance (learning checks, formative assessments, summative assessments)
 * Agenda May 27, 2011: New Selected Response Assessments**
 * Proficiency assessment (overall ability to use the language) (assess the students' skills in interpretive (reading, writing), interpersonal (speaking/listening) and presentational (speaking, writing) Proficiency tests will tell you what they can do with the language.
 * Achievement assessment (evaluation of their knowledge of specific grammar and vocabulary) Achievement assessments will tell you what the students know about language

__[|Moving Towards Advanced Level Classes: Vertical Articulation] __ [|Kelley's handouts on DropBox] (Join and can share folder) Kelley's TVHS Spanish wiki __AP information __ AP/IB themes-comparison chart __IB/MYP information __
 * Agenda May 31, 2011: Moving towards the AP and other advanced levels**

__[|Designing New District World Language Rubrics] __ Sample Rubrics
 * Agenda June 1, 2011 New Rubrics**

Building new rubrics with the 3 modes

[|Sample proficiency rubrics from New Jersey]

World Languages Standards examples in the 3 modes

Resources to better understand proficiency levels and the 3 modes

Understanding Rubrics:

PALS conversion:

Source Greg Duncan


 * 1) langchat tweeted pearls of wisdom-April 27, 2011

"Language teachers have to do double the work: language is both the content AND the vehicle." Thomas Sauer-Kentucky-Jeffferson Cty. Supervisor

"Input is to language acquisition as gas to a car. An engine needs gas to run; without gas the car would not move. "T. Sauer

Comprehensible input is not a lecture. R. Donato

If what we want our students to learn is not in the input in sufficient quantity and quality, they most likely will not learn it R. Donato

We have to get students focused on language and its meaning-making potential. R. Donato

Useful input must contain a message that learners want and need to understand. There must be some communicative intent. T.Sauer

Features of comprehensible input: must be comprehensible and must be meaning bearing. T. Sauer

[|Read and Analyze-Interpretive mode]
By definition, the interpretive mode of communication involves the learner interacting with texts of various types. We tend to think of a text as something written, but in this context, a text can be any kind of spoken, written or visual material, as well as films and music. 1//Modified from Johnston (2007); Grellet (1981), cited in Omaggio Hadley (2001) p. 181.// ||
 * **Types of Texts**1 ||
 * || Format ||  ||
 * audio || songs, radio/Internet broadcasts (news, other programs), podcasts, books on tape, recording of a phone message ||
 * video || feature films, documentaries, news programs, music videos, other television programming (dramas, comedies, talk/reality shows, commercials), YouTube or other online video clips ||
 * written || literary: novels, short stories, poems, plays, specialized/technical: reports, diagrams, correspondence: personal or business letters, memos, journalistic: newspaper articles, newspaper headlines, informational: maps, signs, bus schedules, price lists, dictionaries, other: recipes, business cards, packaging, tickets ||