1. Right Start Orientation World Languages
July- August 2016

2. My first day of school is coming closer!!
FEARS
Let’s share….
GOALS
STRENGTHS

3. Today we will explore… Classroom tips and procedures
NC World Language Essential Standards
Proficiency Expectations
ASW
Planning Resources
Global Languages Endorsement & CDM
Your doubts and needs

4. General Procedures and useful tips
Survival kit:
Expectations
Procedures
Communication
Classroom Management Tips

5. The Different Aspects of “ME”
Educator
Employee
Colleague
Teacher of a Parent’s Child
Community Member
TEACHER

6. Communication
Key to Success

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

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

9. Teacher of a Parent’s Child:
Communicate on a constant basis.
Be Respectful and Cordial.
Suggest, Don’t Criticize.
Begin all conversations with a praise.
Invite Parents to visit your Class.
Keep detailed records of communication.
Document your complaints.
Request Witnesses if needed.
Remember that parents are sending you the best they have.

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

11. Reviewing the Basics: What You Teach: How You Act:
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.
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.

12. Getting Started….. Don’t assume anything
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 Choose
Textbook resources
Posting and practicing expectations and procedures
Don’t assume anything

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

14. How familiar are you with PROFICIENCY as an assessment concept?
Socrative:
b.socrative.com
Room

15. The standards
With the End in Mind

16. North Carolina World Language Essential Standards
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
The North Carolina World Language Essential Standards are proficiency-based and are comprised of three K-12 programs: Classical Languages, Dual & Heritage Languages, and Modern Languages.
Classical Language programs involve the study of languages like Latin and Ancient Greek, which are sometimes called “dead” languages, since they are no longer a native or first language for any population. The study of Classical Languages builds skills in reading, writing, reciting, and translating. There is no conversation component to Classical Languages, because they are not being used in an everyday way by a society, so Interpersonal Communication is not a focus of study.
Dual & Heritage Language programs include dual language/immersion programs where students are taught academic content in two languages, English and the target language, as well as Spanish for Native Speaker or other heritage languages taught to native speakers. In dual language/immersion programs, students are learning math, science, social studies, etc., in two languages and become bilingual and biliterate as a result. For heritage language speakers, such as those who speak Spanish or some other language besides English at home, heritage language programs help build literacy skills in reading and writing, so that they can bridge into advanced language courses.
Modern Language programs involve the study of languages that are a first or native language for a population somewhere in the world. These programs are the most common and are often what comes to mind when world language or foreign language classes are mentioned. In North Carolina, the following languages are studied as modern languages: American Sign Language (ASL), Arabic, Cherokee, French, German, Greek, Hebrew, Hindi, Italian, Japanese, Mandarin Chinese, Russian and Spanish. Additional modern languages could be added to this list at any time and would use the same set of Essential Standards, Clarifying Objectives, and Assessment Examples.

17. ACTFL Proficiency Levels
Superior-Distinguished-Native
Advanced
Novice
Advanced – Paragraph Level
Narrate and describe in past, present and future and deal effectively with an unanticipated complication
Intermediate
Intermediate – Sentence Level
Create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions
HF/AMG and/or P101 Team Member
From Building Proficiency Levels Needed to be Globally Competitive for Work
Why is this an inverted pyramid? Turn to a partner and say what you think
Share a few answers – be sure to
talk about depth/breadth/complexity and amount increasing with each level, and time from one level to the next
Novice – Word Level
Communicate minimally with formulaic and rote utterances, lists and phrases

18. ACTFL Proficiency Levels
Advanced
(Storyteller)
What are the levels/WLES based on them
Use Parrot – Survivor – Storyteller metaphor
Activity: Discuss this slide and distribute posters for review. Then go through next slide(s) and ask participants to share observations.
Clipart from Word
Intermediate
(Survivor)
Novice
(Parrot)

19. Proficiency Expectations Modern Languages
K-8 Programs
FLES (90 min./week) or Middle School
Novice
Intermediate
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
Reading IL: after 6 years
Presentational
Writing NH-IL: after 6 years
Speaking
IL-M: after 6 years
HF/AMG and/or P101 Team Member
What are the levels/WLES based on them
Use Parrot – Survivor – Storyteller metaphor
Make these charts into posters too? Quiz at end with prize a set of laminated posters to take home?
Make sets for prizes and conference presentations?
Clipart from Word

20. Proficiency Expectations Modern Languages
Alphabetic
Languages
Novice
Intermediate
Advanced
Interpersonal
Levels I, II
Levels III, IV, V
Levels VI, VII, VIII
Interpretive
Presentational
Levels I, II , III
Levels IV, V, VI
Levels VII, VIII
Levels VI, VII, VIII
HF/AMG and/or P101 Team Member
What are the levels/WLES based on them
Use Parrot – Survivor – Storyteller metaphor
Make these charts into posters too? Quiz at end with prize a set of laminated posters to take home?
Make sets for prizes and conference presentations?
Clipart from Word

21. Proficiency Expectations Modern Languages
Logographic
Languages
Novice
Intermediate
Advanced
Interpersonal
Levels I, II
Levels III, IV, V
Levels VI, VII, VIII
Interpretive
Levels I, II, III
Levels IV, V, VI
Levels VII, VIII
Presentational
Levels I, II, III, IV, V
Levels V, VI, VII, VIII
HF/AMG and/or P101 Team Member
What are the levels/WLES based on them
Use Parrot – Survivor – Storyteller metaphor
Clipart from Word

22. Proficiency Expectations Modern Languages
Visual
Language
Novice
Intermediate
Advanced
Interpersonal
Levels I, II
Levels III, IV, V, VI
Levels VII, VIII
Interpretive:
Receptive & Fingerspelling
Level I
Levels III - VII
Levels II, III, IV, V
Level VIII
Levels VI, VII, VIII
Presentational
Expressive & Glossing
Levels I, II, III
Levels IV, V, VI
HF/AMG and/or P101 Team Member
HO: Building Proficiency for the World of Work
What are the levels/WLES based on them
Use Parrot – Survivor – Storyteller metaphor
Clipart from Word

23. Structure of the WLES WLES CLL strand ES #1 2-5 COs ES #2 ES #3 ES #4
COD strand
CMT strand
Hot link WLES button to LiveBinder version:
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. The other three national standards are encompassed in the strands:
Connections to Language & Literacy (CLL)
Connections to Other Disciplines (COD)
Communities (CMT)
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.

24. How clear are the three modes of communication to me?
Socrative:
b.socrative.com
Room

25. 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.

26. Modern Language Exit Proficiency Expectations for Alphabetic Languages, such as Arabic, Cherokee, French, German, Greek, Hebrew, Italian, Russian, Spanish, etc.

27. 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

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

29. Focus on the first nine weeks:
Essential Standards: GCS & DPI resources
GCS Exemplary Units: structure, unwrapped standards, I can Statements

30. Getting Ready for the first week…..

31. The path to GCS Exemplary Units

32. The Components of a Unit
Title
Description
Unwrapped Standards
Big Ideas
Essential Questions
Vocabulary
Engaging Scenario
Performance Tasks
Rubrics
21st Century Skills

33. I can statements…
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)
They should be tied to the content
Should be checkpoints in mastering an objective

34. What is the Purpose?
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

35. Unwrapping the NC WL Essential Standards
DPI calls Unpacking

36. What is Unwrapping?
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

37. Identifying Concepts and Skills
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.)

39. Engaging Scenario
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?
We want to ensure that engaging scenarios connect student learning to the real world. Students need to see why they are learning what they are learning.
Performance tasks are what students are doing, and engaging scenarios is why they are doing it.
For our units we will create an engaging scenario and then follow with a performance tasks for each chunk of standards within that unit. The performance tasks will scaffold the learning to the culminating task.
One of the most important steps in a powerful engaging classroom assessment is the engaging scenario. Engaging scenarios are a lot like the trailers Hollywood makes to intrigue moviegoers.
Engagement and motivation are interrelated.
3 types of students
1.) as arrive in classroom are motivated and happy to learn and be there
2.) those who understand the importance of learning and school and have agreed to play the game
3.) those who have no interest in school and see no reason to attend… for this group of kids Marc Prensky coined the phrase “engage me or enrage me”
Engaging scenarios can capture the interest of students who have no interest in school and see no relevance between school and their lives.

40. Just one example….
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

41. Tell me what you think…
Socrative:
b.socrative.com
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