2016-2017+District+meetings

=** TSD WL District PLD 2016-2017 **=

Participants will
>
 * 1) build district assessments
 * 2) learn more about the Seal of Biliteracy and the start of its implementation next year for seniors
 * 3) glance into WL competencies
 * 4) understand the WL responsibilities to the district plan for standards-based instruction and grading for high school, Carmen Williams will speak-time to ask questions, etc.

Agenda

 * 1) How is the year going? Updates.
 * 2) Summer plans? Do you want to work together this summer?
 * 3) Revising the state standards updates
 * 4) WL competencies and "can-do" statements
 * 5) Lead with Languages Campaign
 * 6) Seal of Biliteracy
 * 7) Work in groups
 * 8) SBI
 * 9) Finish working in groups

 A. **Grades 7-12**
 * 1) Examine the Seal of Biliteracy requirements that we will implement for seniors next year.
 * 2) Build the Interpretive reading assessments for next year.

Coming in 2018: Grades 7-12-Interpretive Reading Assessment Scheduled for 2018: Mar 23-May 12, 2018
B. **Grades 1A and 1B Spanish** 
 * 1) Update the writing assessment for 1A and 1B Spanish
 * 2) Write the Interpretive Reading assessment for 1A

C. **Elementary FLES**
 * 1) Pathways to the Seal of Biliteracy
 * 2) Elementary Spanish will create a presentational writing assessment for next year.
 * 3) Decide a date and a grade for the presentational writing assessment.
 * 4) We will have some time to work together to build some common assignments, etc.

=D. What to bring. =
 * 1) Bring your computer.
 * 2) Bring your lunch.
 * 3) Bring any materials that your group can use to create the assessments.

= Important Handouts for April 27 PD = Source: https://wlclassroom.com/2017/01/27/ language-proficiency-levels-and-leveling-up/ || || =Interpretive Reading guidelines=
 * Seal of Biliteracy information || # [[file:Seal of Biliteracy Guidelines NABE, TESOL, ACTFL, NCSSFL Approved Guidelines - Final 3-10-2015(2).pdf]]
 * 1) [[file:Seal of Biliteracy Overview 2017.pdf]]
 * 2) [[file:Seal of Biliteracy.explain 2017.docx]]
 * 3) [[file:Seal Language Diversity and the Colorado Workforce.pdf]] ||
 * AAPPL score descriptors || # [[file:AAPPL Scores Interpersonal(1).pdf]]
 * 1) [[file:AAPPL Scores Interpretive(1).pdf]]
 * 2) [[file:AAPPL Scores Presentational(1).pdf]] ||
 * AAPPL score descriptors-mini version || [[file:AAPPLtest mini proficiency descriptors.pdf]] ||
 * Mini Rubric for all content-adapted from @Martina Bex || [[file:Mini rubric 1-4 2017 all.docx]] ||
 * AAPPL score descriptors ||  ||
 * Leveling up proficiency
 * Leveling up proficiency
 * TSD Interpretive Reading Rubric || [[file:TSD WL Interpretive Reading and Listening Rubric all use 2017.pdf]] ||
 * TSD Interpretive Reading 9 parts use || [[file:TSD Interpretive reading use template 9 parts use and samples.2016.docx]] ||
 * Mini Rubric || [[file:Mini rubric 1-4 2017 all.docx]] ||
 * WL Competency Global "can-do" statements || [[file:NCSSFL-ACTFL Global Can-Do Benchmarks.pdf]] ||
 * ACTFL Performance Descriptors || [[file:6. ACTFLPerformance_Descriptors.pdf]] ||
 * Colorado WL Standards revision-World readiness standards || [[file:World-ReadinessStandardsforLearningLanguages(5).pdf]] ||
 * TSD Required Standards-based scoring || # Every class that you teach that has a 9th or 10th grader in it must use SBI-ye**s the whole class** (for us, that can be Levels I, II, III) But you can do all your classes.
 * 1) You will still use a 100 point scale.
 * 2) === These are the required categories and the weight.-4 categories- Interpersonal-30%, Interpretive-30%, Presentational-30%, Work Habits-10%. (There is no separate category for assessments) === ||
 * TSD Work Habits Scoring Guide || [[file:TSD K-12 Work Habit Scoring Criteria.pdf]] ||
 * TSD District Assessment plan 2017-2018 || [[file:TSD World Languages Assessment plan Educator Effectiveness Assessment Plan 2017-2018.pdf]] ||
 * TSD WL Interpretive reading rubric || [[file:TSD WL Interpretive Reading and Listening Rubric all use 2017.pdf]] ||
 * TSD Work habits scoring guide || [[file:TSD K-12 Work Habit Scoring Criteria.pdf]] ||
 * Word limits for readings or infographics for each level **
 * Level A-75-100 words
 * Level 1-100-200 words
 * Level 2-200-300 words
 * Level 3-300-400 words
 * Level 4/5 400-500 words


 * Template and style**
 * 1) Find article or infographic
 * 2) Copy it and transfer it to a word document-Use Times New Roman 14
 * 3) Make sure it will copy well. We can test it
 * 4) On the word doc-Have the language, level, title of reading, the URL, the date.
 * 5) Do a word count and put it on the document near the title.
 * 6) You may make adjustments to the article-such as taking out words. You cannot change and rewrite at all.
 * 7) Chunk an article into readable mini paragraphs that make sense. Put an extra space between paragraphs. Use Times New Roman 14
 * 8) Reading first, then questions.
 * 9) **Email me complete document by calling it: Example-Spanish I District Interpretive Reading**

TSD WL District Interpretive Reading Assessment Template 2018

At a glance-Interpretive reading template:

 * 1) Task 1: Key works recognition: Find the words in the article that best expresses the meaning of each of the following English words:
 * 2) Task 2: Main Idea: Using information from the article, provide the main ideas of the article in English for novice levels and in the target language for the intermediate levels.
 * 3) Task 3: Supporting ideas: First, circle the letter of the ideas mentioned in the article. Then, write the letter of that idea next to where it appears in the text. Or you could do true, false, not mentioned and justify the ones that are true with statements from the text.
 * 4) Task 4: Meaning from context: Based on this passage write what the following three words/expressions probably mean in English.
 * 5) Task 5: Organizational Features. How is this text organized?
 * 6) Task 6: Inferences. “Read/listen/view between the lines to answer the following questions, using information from the text.
 * 7) Task 7: Author’s perspective. Select the perspective or point of view you think the author adopted as s/he created this text and justify your answer with information from the text.
 * 8) Task 8: Comparing cultural perspectives.
 * 9) Task 9: Personal reaction to the text. Using specific information from the text, describe your personal reaction to the article, using the target language. Be sure to provide reasons that support your reaction.

=**Every TSD WL interpretive reading assessment must have:**=


 * 1) Key words
 * 2) Main idea
 * 3) Supporting Idea
 * 4) Meaning from Context
 * 5) Inferences
 * 6) Comparing Cultural Perspective

=Questions????=

Middle School-add anything? Level I- add anything? Level 2- add anything? Level 3- add anything? answers in English or Spanish?

= Standards-Based Instruction and Scoring 2017-2018 =
 * 1) Every class that you teach that has a 9th or 10th grader in it must use SBI-ye**s the whole class** (for us, that can be Levels I, II, III) But you can do all your classes.
 * 2) You will still use a 100 point scale.
 * 3) == These are the required categories and the weight.-4 categories- Interpersonal-30%, Interpretive-30%, Presentational-30%, Work Habits-10%. (There is no separate category for assessments) ==
 * 4) As you do every year you will build these categories and their weight percentage into Infinite Campus.
 * 5) Work Habits Scoring Guide:[[file:TSD K-12 Work Habit Scoring Criteria.pdf]]
 * 6) Mini Rubric:[[file:Mini rubric 1-4 2017 all.docx]]

ACTFL's new initiative: Lead with Languages: leadwithlanguages.org

 * 1) == Academy of Arts and Sciences 2017 Report on Languages: ==
 * 2) ==[[file:ccflt2017loveland/ACTFL Academy Commission on Language Learning Americas' Languages.pdf|ACTFL Academy Commission on Language Learning Americas' Languages.pdf]]==
 * 3) [[image:ccflt2017loveland/leadwithlanguages.png link="@http://www.leadwithlanguages.org/"]]

=Colorado World Language Standards Updates=

Here is what World Language teachers are doing for the district PD Tuesday, Dec. 6, 2016
= Reflection for WL PD Dec. 6, 2016 =

Our SBI Workshop will focus on instructional strategies around Core Practice 1: Facilitate Target Language Comprehensibility 90%+ (See below). The workshop also connects to the other Core practices, too in many ways.



= Morning workshop 7:45 am-11:45 am. =

Participants can

 * 1) understand and apply new comprehensible strategies to teaching in order to strive for target language use of teachers and students at 90%+

Agenda

 * 1) Introduction and announcements
 * 2) Morning with Speakers-Teaching with Comprehensible Input: Reaching 90%+-Strategies for success
 * 3) Morning with Speakers-Training, coaching, creating
 * 4) Afternoon-TSD Teachers share best practices for using the target language in class.
 * 5) Time to work in groups at tables

Morning workshop abstract:
This workshop will be an Introduction to Teaching with Comprehensible Input. It will include an overview of the best practices of TCI: TPR, TPR sequences, circling (scaffolded questioning), personalized questions, the importance of repetition and pacing, story-based instruction, story-asking, and reading as well as an overview of Dr. Krashen’s CI Hypothesis. Teachers will learn the 3 steps in “Classical TPRS” and will be coached in how to use the CI strategy of circling to provide effective second language instruction.

** Speaker-Diana Noonan bio: **
After 30 years of experience teaching French and Spanish in the Denver Public Schools, Diana currently works as the DPS World Languages coordinator and curriculum specialist for all second language programs including 6 world languages and the Spanish for Heritage Speakers Program (Spanish Language Arts). In addition to teacher training and mentoring, Diana oversees curriculum development and assessment development and was instrumental in the establishment of the Seal of Biliteracy recognition for graduating bilingual/biliterate seniors. A former CCFLT (Colorado Congress of Foreign Language Teachers) President, a member of NADSFL and ACTFL, she offers workshops and professional development in comprehensible input methods and strategies or TCI – Teaching with Comprehensible Input. In addition to presenting, Diana has directed and/or co-directed numerous iFLT (International Forum for Language Teaching) conferences. Beginning with the 2012 conference iFLT has featured Language Learning Labs, essential components of a highly effective TCI training model and professional development experience for teachers in the Denver Public Schools.

Speaker-Paul Kirschling-East High School French teacher-DPS
Paul is in his 22nd year of teaching, all with DPS. He started his career at Thomas Jefferson HS, teaching French and Spanish. After 18 years at TJ, he is now at East HS teaching Levels 3 and 5. Paul is a teacher leader, a role in DPS which involves assessment development, teacher training in best practices using comprehensible input strategies, hosting learning labs as well as mentoring and supporting teachers new to DPS. He recently presented a session on “Staying in the Target Language” at the CCFLT Fall Conference.

Afternoon speakers-6 TSD WL speakers will share some strategies that encourage comprehensible target language use at 90%+
||
 * I. 10 minutes sessions**
 * * Ida Weber-Truscott Dual Language Immersion Elementary-Immersion math lesson ||  ||
 * * Sharla Riott-Erwin Middle School-Student jobs || [[file:CIJobassignments.docx]] ||
 * * Lara Demarre-MVHS-PMS Mini Stories ||  ||
 * * Arnaud Garcia-LHS-Running Dictation ||  ||
 * * Amanda Boike-LHS-Classroom password || [[file:What's the Password.pptx]]
 * * Chris Ivy-LHS-Embedded reading || [[file:Chris Ivy PD presentation- Embedded readings.docx]] ||


 * II. Time to work at table **
 * 1) Adapt something
 * 2) Create something new

** III. If time permits-discussion about district Interpretive reading assessment development for grades 7-12 **
=== Interpretive Reading-Grades 7-12-coming as TSD WL District Assessment in 2018 ===
 * 1) ===Grades 7-12-Interpretive Reading Assessment Scheduled for 2018: Mar 20-May 12, 2018===
 * 2) ===Interpretive rubric on rubric page:TSD 2016 SBI rubics===

Considering word counts for reading-Source AP, MYP and DP as resources

 * Level || Text Word length ||
 * Level 1A || 100-150 ||
 * Level 1B || 150-200 ||
 * Level 1 || 150-200 ||
 * Level 2 || 250-300 ||
 * Level 3 || 300-400 ||

https://www.regonline.com/builder/site/Default.aspx?EventID=1889376


World Languages Instructional Strategies-Sept 27, 2016-Teacher generated Here is the pdf: (This is the same document I sent after the Sept 27 PD.

I**nterpersonal speaking and writing**
 * 1) Speaking circle
 * 2) Classmate interviews
 * 3) Call and response: The class chorally asks a questions and the student presenter responds
 * 4) Favorites
 * 5) Likes/dislikes
 * 6) Chart results
 * 7) Popsicle sticks to call on students
 * 8) Hello Talk app-to talk to real people, real time in target language
 * 9) Realidades “Pre-AP Spanish” book has conversational ideas at the front of the book
 * 10) Partner interviews
 * 11) Scaffold interview questions
 * 12) Use timer for interpersonal speaking
 * 13) Project images for vocab and content
 * 14) Create a list of countries. Then give each student one vow word. They have to ask each other the same question and answer the same way. They have to write the name of the student next to the vocabulary word they use on the list.
 * 15) How to get ready for a date.
 * 16) Peer feedback with speaking practice.
 * 17) Speed dating for quick questions.
 * 18) Password phrase of the week when entering the classroom
 * 19) Role-play
 * 20) Pen-pals/epals
 * 21) TPR-Total physical response
 * 22) Pair-share
 * 23) Inter/outer circle for interpersonal speaking
 * 24) Students order themselves us target language (birthdays, etc.)
 * 25) Guessing games

I**nterpretive reading and listening**
 * 1) Listening to songs and watching videos
 * 2) Reading books silently for 10 minutes
 * 3) Infographics
 * 4) Webquests
 * 5) Students analyze the text firs for cognates and prior knowledge
 * 6) Simplified stories
 * 7) Penpal letters
 * 8) Escape room
 * 9) Draw, pas, fold-telestations-like telephone but you draw and write
 * 10) Use gestures for comprehension
 * 11) Gallery walks
 * 12) Bingo boards with images-gummy worms for a prize
 * 13) Class created mini stories-other students read
 * 14) Responses on white board
 * 15) Tell someone what the teacher said
 * 16) Think-pair-share –think how you do it, then share your ideas, process with a partner


 * Presentational speaking and writing**
 * 1) Use pictures from magazine to describe people and family
 * 2) The app: Recap- [] Recap is a free student video response and reflection app. It gives teachers and parents insight into students’ learning and progress. Recap provides evidence of student thinking, improves formative assessment, and supports personalized learning. For example, the app can be used when a group is discussing an issue or describing a (pix or other group activities.
 * 3) PMS- (personal mini story-CI)-Realidades has great mini stories-booklet called “Para Empezar: in episodes. It goes over days, calendar, weather, greeting, etc.… It is a series of stories of Felipe. Engages students because the stories are funny-but PMS is when one pulls students into the content of the story-highly engaging and personalized
 * 4) Students make an imaginary friend hand puppet. They describe themselves and their friends. Turn into a possible presentational speaking assessments.
 * 5) Role-plays
 * 6) Graphing and reporting out
 * 7) Comprehensible input story
 * 8) Running dictation
 * 9) Charades with props
 * 10) Bring toys and practice vocabulary
 * 11) Create video or other multimedia Public Service Announcement
 * 12) Storyboards
 * 13) Share your work with the class
 * 14) Mini presentations to class or groups
 * 15) Timed writing to go with topic of unit
 * 16) Venn diagrams
 * 17) Small group presentations using iPads with student feedback

== Here is what World Language teachers are doing for the district PD Tuesday, Sept 27, 2016. ==

Room 8 and 9 at the Administration Building 8 am-3:30 pm.

 * 1) Bring your computer.
 * 2) Bring your lunch.

** Part 1 **
> (These prompts that you all wrote will help you create your prompts for our performance assessments.) > **TSD WL Performance assessment samples and pilots**
 * 1) Welcome, Agenda, Targets and Announcements for today
 * 2) Check-in
 * 3) 6 Core Strategies of Effective Language Learning
 * 4) "Six practical teaching methods backed by research that increase students’ language proficiency"
 * 5) WL Competencies-Draft 1 in District template-Focus on 3 modes with "I can " statements.:[[file:Draft1TSD WLCompetenciesSept 27, 2016.pdf]]
 * 6) Upcoming district assessment information
 * 7) == Your resources:Prompts you have created in the three modes since 2010. ==
 * 1) Interpersonal speaking
 * 2) Interpersonal writing
 * 3) Interpretive reading
 * 4) Interpretive listening
 * 5) Presentational speaking
 * 6) Presentational writing
 * 7) Tiers 1, 2 3 pilots

** Part 2-Guest presenter-Doug May-TSD Trainer for SBI **
Teachers will be working in a variety of mixed teams across language levels and languages and schools in order to share instructional strategies, tasks, assessments being used for the TSD model of SBI, including scoring, in order to have more ideas and also to share with teachers not yet using the TSD SBI model.
 * 1) General overview of SBI
 * 2) Aligned with the the three modes as the scoring buckets.
 * 3) What is already happening in world languages in the way of instructional strategies aligned with the three modes? (WL "I can" competencies)
 * 4) What are your successful instructional strategies that are working for SBI?
 * 5) How can teachers develop effective evidence chains that align to the targets of the lesson, the modes or modes, the unit theme and the competencies of the course?
 * 6) How is shared leadership with the students achieved? (from passive learners to engaged learners
 * 7) Scoring trending and questions- including IE, M, 1
 * 8) General questions about SBI
 * 9) Learning activities in groups: From learning progression for the course to learning progression for a unit-explanation and discussion.
 * 10) Teacher work-Choose a unit together-building a learning progression for a unit, including working on more common assignments and tasks as well as more common assessments-We will make a first draft and improve it the next time. Use sticky notes, then create a progression document-type and send it to me.

Teachers will be working in a variety of mixed teams across language levels and languages and schools.
 * Part 3-Afternoon **
 * 1) Finish first progression as best as possible
 * 2) District Interpersonal Speaking Assessment-procedures, recordings as samples etc.,
 * 3) Illuminate
 * 4) ===Interpersonal Speaking assessments 2016-2017 Grade 6===
 * 5) ===Interpersonal Speaking assessments 2016-2016-Grades 7-12 ===
 * 6) Preparing for the TSD District Interpretive Reading assessment next year:(by then everyone will be using TSD WL SBI rubrics: (building some assessments for this year for practice)
 * 7) ===Grades 7-12-Interpretive Reading Assessment Scheduled for 2018: Mar 20-May 12, 2018===
 * 8) ===Interpretive rubric on rubric page:TSD 2016 SBI rubics===
 * 9) Using the Template for building our TSD reading assessment with an authentic document-the 9 parts:[[file:TSD 9 parts Interpretive reading template 9 parts use2016.pdf]]

Targets-The teacher can

 * 1) Discuss the 6 core strategies and relate them to instructional strategies used in instruction
 * 2) Understand the first draft of the TSD WL Comptencies document
 * 3) Apply the principles of SBI to instruction and assessments by discussion with Doug and sharing ideas
 * 4) Share instructional strategies in order to build a tool box of strategies as we move forward
 * 5) Better understand scoring and trends
 * 6) Apply principles of a learning progression to the first draft of a unit
 * 7) Find the TSD assessment Wikispace and know the dates, types of assessments and themes
 * 8) Review 9 parts of an Interpretive reading assessment and review the reading rubric


 * Handouts and important documents**


 * Norming interpersonal speaking assessments || [[file:Norming the interpersonal speaking rubric tips nov 2014 meeting.pdf]] ||
 * 9 parts of an Interpretive assessment and examples || [[file:TSD 9 parts Interpretive reading template 9 parts use2016.pdf]] ||
 * Interpretive Reading rubric k-6 || [[file:TSD WL SBI Interpretive Reading and Listening Rubric Levels K-6 2016.pdf]] ||
 * Interpretive Reading rubric 7-12 || [[file:TSD WL SBI Interpretive Reading and Listening Rubric 7-12 2016.pdf]] ||
 * ACTFL-NCSSFL "can-do" document || [[file:tonitheisen/NCSSFL ACTFL Can-Do_Statements.pdf|NCSSFL ACTFL Can-Do_Statements.pdf]] ||
 * TSD WL competencies-draft 1 || [[file:Draft1TSD WLCompetenciesSept 27, 2016.pdf]] ||
 * TSD Work habits scoring guide || [[file:TSD K-12 Work Habit Scoring Guides 8.pdf]] ||
 * 6 Core Strategies for effective language learning || [[image:core practices copy 2.png width="480" height="262"]] ||


 * Important Resources**

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. || # ||
 * 1. National World Readiness Standards for Language Learning || How are our standards refreshed to meet the perspectives of the 21st century? || # [|World-ReadinessStandardsforLearningLanguages.pdf] ||
 * 2. ACTFL Proficiency guidelines || What are the performance levels?
 * 3. NSCCFL-ACTFL "can do" statements || What can students do?
 * 4. Six core practices for effective language learning || What are guides that can improve instruction for Standards-based instruction? || # 6 Core Strategies of Effective Language Learning
 * Six practical teaching methods backed by research that increase students’ language proficiency
 * 1) [[image:core practices copy 2.png width="480" height="259"]] ||

**WL Google Folder Aug TENS 2016 Handouts **
Here is what World Languages is doing for the district PD **Aug 15, 2016: 8:00 am-12:30 pm** MVHS Room D223
 * 1) === Moving along the proficiency continuum ===
 * 2) === Competency-based education in world languages ===

Location:MVHS Room D223-8:00 am-12:30 pm
 * 1) Bring your computer.

Your resources:Prompts you have created in the three modes since 2010.
(These prompts that you all wrote will help you create your prompts for our performance assessments.)
 * TSD WL Performance assessment samples and pilots**
 * 1) Interpersonal speaking
 * 2) Interpersonal writing
 * 3) Interpretive reading
 * 4) Interpretive listening
 * 5) Presentational speaking
 * 6) Presentational writing
 * 7) Tiers 1, 2 3 pilots

Agenda-Monday Aug 15, 2016

 * 1) Greetings, Introductions
 * 2) Review Agenda
 * 3) A deeper look at proficiency in world languages
 * 4) Norming writing assessments-grading together and relating it to proficiency levels.
 * 5) Understanding competency-based education for world language
 * 6) Beginning steps to building the framework.
 * 7) AAPPL testing-take a look-try a demo-a proficiency-based assessment

Learner targets- Monday Aug 15, 2016

 * 1) Learner can better understand proficiency-based world language learning and its impact on competency
 * 2) Learner can identify some basic concepts of competency-based education in world languages.
 * 3) Learner can use district template and NCSSFL-ACTFL "can-do" statements to write several competency statements
 * 4) Leaner can connect the concept of proficiency-based WL learning and competency-based world language education.

Resources-Monday

 * 1) ==**Explore Summer work 2016 **==
 * 2) ==**Mentimeter.com-Make a word cloud and polls using this site.**==

Agenda-Tuesday Aug 16, 2016

 * 1) Review of Monday's learnings
 * 2) District presentational writing assessments and district interpersonal speaking assessments for 2016-2017-review and make any necessary changes
 * 3) World languages Assessment Plan calendar
 * 4) Standards-based Instruction-3 buckets-three modes and skills
 * 5) Standards-based Instruction-scoring, trending, what does it look like in our class-instruction and assessing
 * 6) New rubrics
 * 7) Universal mini rubric and feedback form
 * 8) Work Habits
 * 9) Unit progression and developing chains of evidence in a proficiency-based
 * 10) Time in groups-Spanish and Schoology folder with Monica, Spanish 4 teachers, German teachers, French teachers

Learner targets-Tuesday Aug 16, 2016

 * 1) Learners can review and edit, if necessary, the 2 district assessments for this year.
 * 2) Learners can begin to use the new SBI WL rubrics to evaluate student work.
 * 3) Learner can create scenarios in which to use the Work habits.
 * 4) Learners can identity different assignments and tasks for standards-based instruction.
 * 5) Learners can understand the TSD WL assessment plan.
 * 6) Learners can locate and use Schoology resources for Spanish

Resources-Tuesday

 * 1) ==AAPPL proficiency testing-take a look-try a demo-a proficiency-based assessment[[image:AAPPL.png width="640" height="284" link="@http://aappl.actfl.org/demo"]]==
 * 2) ==TSD Competency-Based Education and Standards-based Instruction site==
 * 3) ==Where are the 2016 rubrics-on Wikispace-Look at the menu on the left and find 2014 and 2016 rubrics or click on this link==

Sharing Spanish Resources-Tuesday

 * 1) == Schoology-Spanish resources-Monica ==
 * 2) Schoology login
 * 3) Go to Courses
 * 4) Click on TSD Spanish Educators
 * 5) Joining code for Files: DWZP6-WPRBF

More resources
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. || # ||
 * 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?

Concept of Competency-based Education

 * 1) ===Everyone can learn a language, but everyone learns at a different pace, in different ways and for different purposes.===
 * 2) ===Learning occurs when what is learned has meaning to the learner.===
 * 3) ===Goal setting & self-assessment increase motivation and improve achievement.===
 * 4) ===Standards, targeted proficiencies, benchmarks, indicators and learner targets are meant to guide learning & should be shared with learners.===
 * 5) ===Functional use of the language in appropriate contexts (culture, connections to other disciplines and comparisons) is the prime objective.===
 * 6) ===A teacher’s role is to guide learning, provide language learning opportunities & resources and enable learners to set goals and know if they’ve met them.===
 * 7) ===Assessment for learning and of language learning should be designed so that the learner can show s/he demonstrates the benchmark/ learner targets.===
 * 8) ===Credit is based on performance and awarded when the targeted proficiencies, benchmark, indicators and learner targets are met.===

NCSSFL-ACTFL "Can-do" statements explain the different proficiency levels-"the competencies:.
Competencies are measurable.

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. )