Summer+work+2013


 * Thursday, Aug. 8, 2013 **


 * **Description** || **Essential question** || **Resource** ||
 * 1. ACTFL Position Statement: Building our advocacy || How do we CONTRIBUTE to the overall growth of our learners? || ACTFL Position Statement:[[file:ACTFL Position Statement -Final - Languages as Core - May 2013.pdf]]

|| || Novice-Chunks Intermediate-sentences and string of sentences Advanced-paragraphs ||
 * 2. 3 modes-page 7 || How can a better knowledge of the 3 modes help us design stronger assessments? || ACTFL Performance Descriptors:
 * 3. ACTFL Performance Indicators? || How can we distinguish between performance and proficiency || ACTFL Performance Descriptors document-pages 4-5 ||
 * 4. Proficiency ranges || Why do we use proficiency ranges instead of the term. "fluency"? || ACTFL Performance Descriptors document-page 6
 * 5. Novice- range Proficiency

ACTFL Proficiency guidelines site || What are the characteristics of the novice range? || # Novice-range listening (interpretive):Novice-level listeners understand words and phrases from simple questions, statements, and high-frequency commands. They typically require repetition, [|rephrasing] and/or a slowed rate of speech for comprehension. They rely heavily on [|extralinguistic] support to derive meaning. > Novice-level listeners are most accurate when they are able to recognize speech that they can anticipate. In this way, these listeners tend to recognize rather than truly comprehend. Their listening is largely dependent on factors other than the message itself. > **Sample** > > Readers at the Novice level are best able to understand a text when they are able to anticipate the information in the text. At the Novice level, recognition of key words, [|cognates], and [|formulaic] phrases makes comprehension possible. **Sample ** || > Does it make sense and how? How would you explain these ranges to students and parents?
 * 1) Novice-range reading (interpretive): Novice-level readers are able to get a limited amount of information from highly predictable texts in which the topic or context is very familiar, such as a hotel bill, a credit card receipt or a weather map. Readers at the Novice level may rely heavily on their own background knowledge and [|extralinguistic] support (such as the imagery on the weather map or the format of a credit card bill) to derive meaning.
 * 6. More Proficiency practice || What are the characteristics for each level || # Novice-range speaking (interpersonal):Novice-level speakers can communicate short messages on highly predictable, everyday topics that affect them directly. They do so primarily through the use of isolated words and phrases that have been encountered, memorized, and recalled. Novice-level speakers may be difficult to understand even by the most sympathetic [|interlocutors] accustomed to non-native speech. **Sample** (first sample-foods and colors)
 * 1) Intermediate range speaking (Interpersonal):Speakers at the Intermediate level are distinguished primarily by their ability to create with the language when talking about familiar topics related to their daily life. They are able to recombine learned material in order to express personal meaning. Intermediate-level speakers can ask simple questions and can handle a straightforward survival situation. They produce sentence-level language, ranging from [|discrete sentences] to [|strings of sentences], typically in present time. Intermediate-level speakers are understood by [|interlocutors] who are accustomed to dealing with non-native learners of the language. Sample:(a typical day) ||
 * 7. Proficiency ranges || What are our proficiency range targets for each level? || Levels and proficiency:Scroll down the page

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 * Learner Targets (SLO) student learning outcomes || What are "can do" statements || == Please heed one very important reminder:there must be absolutely no focus on grammar or on isolated language skills in any SLO ! (Ryan Wetz-Ohio World Language State Supervisor) (Thanks,Ryan-this needed to be said loud and clear)==

[[file:open_letter_to_wl_educators_around_otes.pdf]]
|| What are we assessing? **What a learner knows and can do** > ||
 * LinguaFolio || What are the "I can" statements in Lingufolio? || # Lingifolio self Assessment-proficiency ranges:[[file:LinguaFolioSelfassessment I can statements.pdf]]
 * 1) LinguaFolio "I can" statements in general per mode:[[file:LinguaFolioNCSSFLChecklistsOctober2009.pdf]] ||
 * UbD || How do we plan with the end in mind? || Backward Design (UbD) Designing Assessment ||
 * IPA || What is an integrated performance assessment? || All three modes-
 * Performance assessment task ** ||
 * IPA || What do IPA assessments look like? || # [[file:Level1.IPA.DoGreetingsReflectCulture.pdf]]
 * 1) [[file:Level2.IPA.DreamHouse.pdf]]
 * 2) [[file:Sp. 3.IPA.GreenCampus.pdf]] ||
 * IPA || How do I start? || # More examples from New Jersey-Explore ||
 * **Elementary Resources** || How do I engage students? || # Video 1
 * 1) Helena Curtain Wikispace
 * 2) Keeping in the target language:[[file:Helena Curtain Keepinginthe target language,pdf]] ||
 * Colorado Teacher Effectiveness || What does this look like for teachers? || # Educator effectiveness in Colorado ||
 * TELL Project || How can we explain teacher effectiveness in World Language learning? || # The Tell Project: The Teacher Effectiveness for Language Learning (TELL) Project, an initiative of [|AdvanceLearning], is a collection of products and processes that can be used to enhance the effectiveness of world language teachers. TELL, which emanates from an understanding that student achievement is influenced more by an effective teacher than any other factor, attempts to synthesize work from the general education arena regarding those things that effective teachers do and make that information specific to the work of language teachers. The heart of the TELL Project is the [|Teacher Effectiveness for Language Learning Framework], which is supported by the TELL Tools.

need to register || How can I found some other resources for class? || http://www.tes.co.uk/teaching-resources/ ||
 * Friday, Aug. 9, 2013 **
 * TESConnect-UK-free lesson bank and resources-
 * Resources from Pinterest Boards || ow can I found some other resources for class? || # French board 1
 * 1) French Board 2
 * 2) French board 3
 * 3) German board 1
 * 4) German Board 2
 * 5) Spanish Board 1
 * 6) Spanish Board 2
 * 7) Elementary Spanish Board 1 ||
 * AP French Practice Exams || How can we adapt instruction to move towards the intermediate level? || # [[file:AP French Lang_Practice Exam and Notes.pdf]]
 * 1) AP French exam info
 * 2) AP French test info ||
 * AP German Information || How can we adapt instruction to move towards the intermediate level? || # AP German test info ||
 * AP Spanish information || How can we adapt instruction to move towards the intermediate level? || # AP Spanish Exam info
 * 1) AP Exam onfo with test items included:[[file:AAP-SpanLangCED_Fall_2013.pdf]] ||
 * IB SL French exam || How can we adapt instruction to move towards the intermediate level? || # IB Language B French test information
 * 1) IB test practice activities ||
 * Spanish listening exam || What do examples look like? ||  ||
 * Our plan || What are we going to put in place for the first set of evaluations to show student growth? ||  ||