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Classroom tips and procedures NC World Language Essential Standards Proficiency Expectations Planning Resources Your doubts and needs

 Survival kit: Expectations Procedures Communication Classroom Management Tips

TEACHER

Key to Success

Be Punctual. Be Respectful. Comply with extra curricular duties. Be Cordial. Attend Meetings. Keep up with deadlines. Document your complaints. Request Permissions. Don’t be afraid to ask for help. Be Discrete.

Be Communicative. Be Attentive. Don’t be afraid to ask for help. Be Cordial. Be Respectful. Offer your help. Be Discrete.

Communicate on a constant basis. Be Respectful and Cordial. Begin all conversations with a praise. Suggest, Don’t Criticize. Invite Parents to visit your Class. Keep detailed records of communication. Document your complaints. Request Witnesses if needed.

Volunteer. Look for service learning opportunities for your students. Be a Role Model. Be an Advocate. Be Discrete.

How You Act: Respect your students’ individualities. Be a Role Model. Be the Adult. Be a listener. Evaluate Yourself. How You Teach: Set up a Classroom Management Plan. Rigor and Fun make happen together. Design Clear Rubrics. Model your Expectations. Students won’t enjoy what you don’t enjoy. Explore different types of assessment. Evaluate for Proficiency and Understanding. What You Teach: Plan with the NCWLES in mind. Set up time- sensitive Goals. Re-adjust if needed. Make global awareness a permanent goal in your planning. Explore different resources.

What a classroom should look like:  Setting up the Classroom  Lose the center  Have your goal in mind  Materials at Disposal  Pick your non-negotiables  Free resources: Teacher’s Warehouse, Donor’s ChooseTeacher’s WarehouseDonor’s Choose  Textbook resources  Posting and practicing expectations and procedures  Don’t assume anything

Proficiency Red Not yet familiar Yellow Somewhat familiar but may need support before explaining to others Green Very familiar and can explain to others How familiar are you with this assessment concept?

With the End in Mind

K-12 Classical Languages Ancient Greek, Latin, etc., along with classical studies K-12 Dual & Heritage Languages Dual Language/ Immersion Programs Heritage Language Courses I-II K-12 Modern Languages Alphabetic Logographic Visual Statewide implementation in

Superior -Distinguished- Native Advanced Novice Novice – Word Level Communicate minimally with formulaic and rote utterances, lists and phrases Intermediate – Sentence Level Create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions Advanced – Paragraph Level Narrate and describe in past, present and future and deal effectively with an unanticipated complication Intermediate

Novice (Parrot) Intermediate (Survivor) Advanced (Storyteller)

K-8 Programs FLES (90 min./week) or Middle School NoviceIntermediate Advanced Interpersonal NM: after 2 years NH: after 3 years NH-IL: after 4 years IL: after 5 years IM: after 6 years Interpretive NL-M: after 2 years NM-H: after 3 years Reading NH: after 5 years Listening IL: after 5 years IM: after 6 years Reading IL: after 6 years Presentational NL-M: after 2 years NM-H: after 3 years Writing NH-IL: after 6 years Speaking NH-IL: after 4 years IL: after 5 years IL-M: after 6 years

Alphabetic Languages NoviceIntermediateAdvanced Interpersonal Levels I, IILevels III, IV, VLevels VI, VII, VIII Interpretive Levels I, IILevels III, IV, VLevels VI, VII, VIII Presentationa l Levels I, II, III Levels I, II Levels IV, V, VI Levels III, IV, V Levels VII, VIII Levels VI, VII, VIII

Logographic Languages NoviceIntermediateAdvanced Interpersonal Levels I, IILevels III, IV, VLevels VI, VII, VIII Interpretive Levels I, II, IIILevels IV, V, VILevels VII, VIII Presentational Levels I, II, III, IV, VLevels V, VI, VII, VIII

Visual Language NoviceIntermediateAdvanced Interpersonal Levels I, IILevels III, IV, V, VILevels VII, VIII Interpretive: Receptive & Fingerspelling Levels I, II Level I Levels III - VII Levels II, III, IV, V Level VIII Levels VI, VII, VIII Presentational Expressive & Glossing Levels I, II, III Levels I, II Levels IV, V, VI Levels III, IV, V, VI Levels VII, VIII

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

EXPLORING TIME…. Focus on one level you have in common Pick an objective Select a theme Design a performance task that will lead to mastery of that objective

ANALYSIS OF STUDENT WORK Evidence Growth Timelapse artifacts Objectives cover all standards and all strands Platform Reviewers Meeting goals

 Essential Standards: Transition, DPI resources  GCS Exemplary Units: structure, unwrapped standards, EQs, Big Ideas, I can Statements  GEMS and SharePoint

Getting Ready for the first week…..

 Title  Description  Unwrapped Standards  Big Ideas  Essential Questions  Vocabulary  Engaging Scenario  Performance Tasks  Rubrics  21 st Century Skills

 The process of deconstructing an objective to identify what students need to › Know=content/concepts › Be able to do=skills › Understand= big ideas and generalizations that are formulated using skills and concepts

 Content/concepts are nouns and noun phrases  Skills are VERBS WH. 2.2 ANALYZE the governments of ancient civilizations in terms of their development, structure and function within various societies (e.g., theocracy, democracy, oligarchy, tyranny, aristocracy, etc.)

Skill (Verb)Concept (Noun)Bloom’s LevelI-Can Statements Analyze governments of ancient civilizations in terms of their development within various societies governments of ancient civilizations in terms of their structure within various societies governments of ancient civilizations in terms of their function within various societies Analyze (Level 4) WH. 2.2 Analyze the governments of ancient civilizations in terms of their development, structure and function within various societies When the objective has natural breaks (i.e. commas & ands) those need to be deconstructed (bulleted)

What can you infer about the changes in Bloom’s from the diagram?

 Are daily formative assessments that should replace a daily essential question.  Should assist the student in moving up Bloom’s taxonomy (start low then move to high)  Unlike Big Ideas and Essential Questions, they should be tied to the content  Should be checkpoints in mastering an objective

 Helps teachers know exactly what skills and content to teach their students and at what level  Starts teacher conversations about what students need to know, be able to do and understand  You cannot write Big Ideas or Essential Questions until you have unwrapped

Writing Big Ideas And Essential Questions

Identifying Big Ideas (enduring understandings) you want students to realize... and remember! Writing Essential Questions to focus instruction and guide assessment.

 An open-ended, enduring idea that may apply to more than one area of study  What you want students to discover on their own  Student-worded statement derived from a deep understanding of the concepts and skills just studied.  Important understandings that we want students to get and retain after they forgotten many of the details. Wiggins & McTighe (1998) What is a Big Idea?

Guiding Questions to FOCUS Instruction and Assessment The Big Idea answers the EQ

Previ ously Now  A question that students should be able to answer at the end of a lesson.  Tied to a discrete skill or discrete knowledge from NCSOS.  Example: How did geography affect the ancient Egyptians?  A question that causes students to “uncover” the answer over the course of a unit.  The answer to the EQ is the corresponding Big Idea of the objective.  EQs can cross content areas and grade levels.  Example: How does geography affect the development of a civilization?

 Cannot be answered with “yes” or “no” or with simple recall of facts.  Often written as “one-two punch” questions  Engaging, creative, stimulating, provoking curiosity  Non-judgmental, but with “bite”, controversy or debate  Student-friendly language  Succinct–handful of words that demand thought  Lead students to Big Idea

World Languages EQ:Why is it essential in today’s world to learn about different cultures? BI: Recognizing and learning about different cultures enables people to become responsible global citizens.

The engaging scenario answers the students’ questions: “Why are we doing this?” “When am I going to use this again?” and teacher question: How do we keep students engaged throughout the unit?

You are the president of the International Club at your school. Your school will receive three new international exchange students from….(country where target language is spoken). Your task is to organize welcome activities and a “how to” guide. The three new international exchange students will be welcomed and receive your guide. The guide will also be shared with the Center for New North Carolinians in Greensboro. You will: 1. Create a printed guide to: Their school life (schedules, how to, who to ask, etc.) Important sites in the city American foods of your area 2. Prepare a speech to introduce the new students to the student body at the next assembly in English and ….(target language) Your guide must contain all required elements. You speech must be complete and follow the guidelines of formal introductions. Rubric Link

A single task that determines a student’s progress toward demonstrating mastery of the Power Objective(s) and arriving at the unit’s Big Idea Performance tasks are: open-ended multi-step scaffold from one task to the next in terms of cognitive demand (rigor) formative assessments to monitor and adjust instruction evaluated with rubrics/checklists

Clearly communicates learning targets Guide instruction Improve assessment accuracy Provide a tool for student reflection and teacher feedback (should be given to student at beginning of task).

1. Select objective(s) 2. Identify observable attributes of the product, process or performance 3. Write a description of what a proficient student’s work looks like 4. Determine performance levels (advanced - 4, proficient - 3, developing - 2, emerging – 1, and not submitted - 0) 5. Write descriptions for levels specific to the tasks