Part III Proficiency 101 - - - - - - - - - - - - Review the 3 Communication Modes & Culture linked to Assessment AMG/HF and P101 Team Member 11:30 am PART III 11:30 – 11:40 am Slides 72-75 11:40 – 11:50 am Venn Diagram Activity – through slide 77 11:50 – 12:00 pm Slides 78-79 and Activity 12:00 – 12:10 pm Slides 79-80 and Activity 12:10 – 12:25 pm Slides 81-82 12:25 – 12:30 pm Reflection Part III and plus/delta P101 Part III: Review the 3 Communication Modes & Culture linked to Assessment Products Activities: Mode Mind Mapping, Venn Diagram with Assessment Products & WL Program Analysis Review the three communication modes and culture (WLES) and the types of student activities and assessment products that would result ·         Overview to the three modes:  Give the Mode word – and the key phrase; ask for their input to elaborate the definition; presenter is ready to share additional information not volunteered (from is not/is lists) - do on posters (add words, phrases)  Stixy? ·         Opening Activity:  match activities to the three modes onto Venn Diagram (examples of each mode individually, in pairs, and one IPA – each with culture embedded) ·         Follow-up with summary (page 4 of Nov HO) ·         Activity to identify the role of culture in a learning scenario:  What understanding of language and culture enriched these activities? (Could present one common scenario matching what is on the Venn diagram; could have different scenarios on cards - for each group)  Do you see Connections, Comparisons, Communities (or NC terms of Connections CLL, COD, CMT embedded? Handout with strands and ES crossed using the Unpacking documents materials Classical Languages: purple Dual & Heritage Languages: green for DLI and yellow for HL Modern Languages: orange for K-8 and blue for HS credit I-VIII Summer Institute (SI) 2012

Part III Objectives By the end of Part III, I will be able to: Explain the three modes of communication. Provide examples of assessments for each mode of communication. Describe the components of culture and their impact on lesson and unit design. Explain how the modes of communication and culture are integrated with the three strands.

3 Communication Modes & Culture = 4 WLES ES #1 Interpersonal Mode ES #2 Interpretive Mode ES #3 Presentational Mode ES #4 Culture AMG/HF and P101 Team Member Within the World Language Essential Standards, Communication has been delineated into the three modes of Communication (Interpersonal, Interpretive, Presentational) and, with Culture, comprise the four Essential Standards for World Languages. This section of the presentation defines and explores these three modes and considers how Culture is integrated into learning activities and assessments. Graphic from: Planning Curriculum for Learning World Languages Wisconsin Dept. of Public Instruction (2002) WLES: Use the language to engage in interpersonal communication. (Interpersonal Mode) Understand words and concepts presented in the language. (Interpretive Mode) Use the language to present information to an audience. (Presentational Mode) Compare the students’ culture and the target culture. (Culture)

Three Modes of Communication Interpersonal: Person-to-Person Initiate, maintain, sustain conversation (oral or written) Active negotiation of meaning Interpretive: Listening & Reading Interpret and respond to received messages NO active negotiation of meaning with writer or speaker Presentational: Speaking & Writing Create, revise, and practice oral or written messages NO direct opportunity for active negotiation AMG/HF and P101 Team Member From the 21st Skills Map for World Languages; Each of these modes of communication forms the basis for one of the first three Essential Standards: Use the language to engage in interpersonal communication. (Interpersonal) Understand words and concepts presented in the language. (Interpretive) Use the language to present information to an audience. (Presentational) By designing curriculum that addresses each of these Standards in an integrated way, students will develop proficiency in all three modes. It is important to note that the four skills of listening, speaking, reading and writing are all incorporated into these various modes of communication through the learning activities and assessments chosen. For example, an interpretive task can involve listening or reading. An interpersonal task could potentially involve speaking and listening or reading and writing depending on the medium of communication used (conversation versus texting, for example.) Interpersonal: the active negotiation of meaning among individuals. Participants observe and monitor one another to see how their intentions and meanings are being communicated. Adjustments and clarifications can be made accordingly. Participants need to initiate, maintain, and at some levels sustain the conversation. Interpretive: the appropriate interpretation of meanings, including cultural, that occur in written and spoken form where there is no recourse to the active negotiation of meaning with the writer or the speaker. Presentational: the creation of oral and written messages in a manner that facilitates interpretation by an audience of listeners or readers where no direct opportunity for the active negotiation of meaning exists.

Activity: Mode Mind Mapping On the Mode Mind Maps around the room, write words, phrases or activities that you associate with each mode of communication: Interpersonal Communication Mode Interpretive Communication Mode Presentational Communication Mode Pick 1 item from a Mode Mind Map that was new information for you and share this learning with a partner. AMG/HF and P101 Team Member Note: Provided on wiki as activity for local PD (file: Mode Mind Mapping Activity Slides) Handout and/or Activity: Need posters with communication modes for the mind maps. Participants will add words/ideas to the posters to make the mind maps.

Activity: Venn Diagram with AEs – 1 of 3 Read the assessment example (AE) slips and indicate the mode of communication being practiced by placing the slips on the Venn diagram. Note: Some AEs might incorporate more than one mode of communication. Share out about the placement of 1 AE slip: Where was it placed? Why? AMG/HF and P101 Team Member Low tech for activity but references for tech tools that could do the same thing Need for each group: Venn diagram sheet Set of sample assessments. Cut up the chart from the document: ModesofCommunicationsummerinstitute2012.doc so that each group has a set of papers to put on diagram. This version of the chart includes two “create your own” blocks for groups that may be ready for that step. Handout with answer key: “three modes and culture handout.docx” Will also use this handout to begin the next activity on culture This chart shows how each learning scenario from the activity is categorized within the three modes of communication. Discussion could arise about how an additional mode may be incorporated into any of these. The example of Integrated Performance Assessment includes all three modes.

Culture’s 3 Ps and Interculturality Practices Products Perspectives AMG/HF and P101 Team Member Learning about culture means building an understanding of the practices, perspectives and products of a society. The practices involve patterns of social interactions, such as how people are greeted or how respect is shown. Perspectives are the values, beliefs, ideas, and attitudes that are an integral part of life. Products are the books, foods, laws, music, games, etc., that are created and used within the society.

Activity: Venn Diagram with AEs – 2 of 3 3. Review the AEs on the Venn diagram and consider this question: What cultural elements enrich these activities? Practices Products Perspectives 4. Share out with the group. AMG/HF and P101 Team Member Each of the sample assessments in the chart includes a cultural context. This context provides a rich thematic focus for the unit that allows for real-world engagement with the language. Incorporating a cultural context creates a foundation that emphasizes the role of culture in language itself, acts as a bridge to other disciplines, and provides insight into different communities. In culturally rich learning activities and assessments, students are asked to use their knowledge of culture as well as language skills to communicate in a meaningful way. It is important to point out that the cultural context of these assessments could easily be adapted for use with different languages, proficiency levels or curriculum units. Handout and/or Activity Use the sample assessment from previous slide to work through an example for answering the questions. Will require defining 3 Ps. Do those need to be defined on the slide? (Yes, slide added) Before next slide, assign each group a particular sample assessment from the chart (not including the IPA). They can be on separate cards to handout. They are listed at the bottom of the document: ModesofCommunicationsummerinstitute2012.doc

3 Strands in the WLES CLL Connections to Language & Literacy COD Connections to Other Disciplines CMT Communities AMG/HF and P101 Team Member Within the World Language Essential Standards, Communication has been delineated into the three modes of Communication (Interpersonal, Interpretive, Presentational) and, with Culture, comprise the four Essential Standards for World Languages. This section of the presentation defines and explores these three modes and considers how Culture is integrated into learning activities and assessments. Graphic from: Planning Curriculum for Learning World Languages Wisconsin Dept. of Public Instruction (2002) WLES Strands: Connections to Language & Literacy – CLL (Comparisons) The world language being studied, referred to as the target language, helps students develop a greater understanding and insight into the nature of language and culture, including their native or first language. These comparisons, along with the three communication modes, blend together to focus students on language and literacy. Connections to Other Disciplines-COD (Connections) Studying a world language involves making connections with other academic disciplines, formally and informally. Within the communication skills, the language arts of reading, writing, speaking, and listening are utilized. As students learn about numbers and currency, mathematics and economics are included. All of social studies is part of culture, as are the arts, health, physical education, and science. Career and technical skills in these areas are also drawn on, and technology is woven throughout world languages as a resource for materials and a means of expression and presentation. Communities – CMT (Communities) Students preparing for success in the 21st Century need to access knowledge and information from other communities, and use that information to function well with people from diverse backgrounds. The common Clarifying Objectives are broad enough to allow each World Languages program to address the universal content and skills that are inherent to all language programs, and the sample Assessment Prototypes illustrate ways that these objectives might be assessed in the classroom in ways that are unique to Classical Language, Dual & Heritage Language and Modern Language programs. Specific support materials, tools for implementation, and other information will be provided through the Essential Standards Instructional Toolkit and professional development.

Activity: Venn Diagram with AEs – 3 of 3 5. Choose 1 AE and explain how students . . . Draw on and build their language and literacy skills? Make connections with other disciplines? Use their knowledge to function well with people from diverse communities? If one of these aspects is not present, how could it be incorporated? AMG/HF and P101 Team Member The World Languages Essential Standards defines three Strands: Connections to Language & Literacy – CLL (Comparisons) The world language being studied, referred to as the target language, helps students develop a greater understanding and insight into the nature of language and culture, including their native or first language. These comparisons, along with the three communication modes, blend together to focus students on language and literacy. Connections to Other Disciplines-COD (Connections) Studying a world language involves making connections with other academic disciplines, formally and informally. Within the communication skills, the language arts of reading, writing, speaking, and listening are utilized. As students learn about numbers and currency, mathematics and economics are included. All of social studies is part of culture, as are the arts, health, physical education, and science. Career and technical skills in these areas are also drawn on, and technology is woven throughout world languages as a resource for materials and a means of expression and presentation. Communities – CMT (Communities) Students preparing for success in the 21st Century need to access knowledge and information from other communities, and use that information to function well with people from diverse backgrounds. This activity asks participants to evaluate a learning scenario from the chart to determine which of the three Strands are included and then to explore how any missing Strands could be addressed. While it is good practice to incorporate all Strands as often as possible, it is worth noting that not all learning scenarios need to address all three Strands. What is important is that all three are incorporated throughout the unit.

3 World Language Programs Classical Languages Dual & Heritage Languages Modern Languages Levels I-VI DLI HL, Levels 1 & 2 K-8 Levels I-VIII AMG/HF and P101 Team Member Handout and/or Activity Direct participants to color-coded handout(s) for their program(s) with table showing ES and Strands Classical Languages, Levels I - VI Dual & Heritage Languages K-12 Dual Language/Immersion Heritage Language Programs, Levels I & 2 Modern Languages K-8: FLES & Middle School High School Credit Courses, Levels I - VIII Alphabetic Logographic Visual

Activity: WL Program Analysis Choose one of the program handouts from the Unpacking documents. Read through the details about each ES and the strands. Discuss your responses to these questions with a partner: What is unique about this program? How will that impact assessment? AMG/HF and P101 Team Member Program handouts showing ES and details of strands [4 pages] (like from SPAR activity and Unpacking) - Classical Languages (purple) Dual & Heritage: DLI (green) Dual & Heritage: HL (yellow) Modern: K-8 (orange) Modern: HS credit (blue)

Part III Reflection Please respond to these statements in your Penzu journal. Yes, easily and well Still one of my goals I can explain the three modes of communication. 2. I can provide examples of assessments for each mode of communication. 3. I can describe the components of culture and their impact on lesson and unit design. 4. I can explain how the modes of communication and culture are integrated with the three strands. 12:25 – 12:30 pm Reflection Part III and plus/delta