1. From Toolkit to Treasure Chest
Using the JCPS World Language Learning Materials
Learning Target
I can use unit assessments and accompanying rubric to show students have met the Kentucky Standard for World Language Proficiency.

2. Our Learning Target
I can use unit assessments and accompanying rubric to show students have met the Kentucky Standard for World Language Proficiency.
I can access the JCPS World Language Documents and use them in my classroom.
I can use the JCPS World Language Rubric to evaluate student work.

3. Accessing the JCPS World Language Documents
Learning Target:
I can access the JCPS World Language Documents and use them in my classroom.

4. JCPS Documents on the Web
JCPS World Language Assessment Documents
My SkyDrive

5. Learner Profile: Beginning Language (Year 1) 1st Semester

6. Learner Profile: Developing Language (Year 2) 1st Semester

7. Learner Profile: Expanding Language (Year 3) 1st Semester

8. Beginning Language Presentational Writing Assessment

9. Beginning Language Presentational Writing Assessment

10. I can use the JCPS World Language Rubric to evaluate student work.
Using the Rubric
Learning Target
I can use the JCPS World Language Rubric to evaluate student work.

16. Beginning Language Presentational Writing Assessment

17. How would you rate these?
Hi. I’m Liz. I’m 16 years old. I’m from Antarctica. My phone is My birthday is April 4. Goodbye.
Hey, my name is Liz. I’m 16 and my birthday is April 4. My telephone number is What’s your name? Goodbye.
Hi. Me Liz. 16 years. I am from Antarctica Birthday 4 april. By.

18. Questions?

19. Our Learning Target
I can use unit assessments and accompanying rubric to show students have met the Kentucky Standard for World Language Proficiency.
I can access the JCPS World Language Documents and use them in my classroom.
I can use the JCPS World Language Rubric to evaluate student work.

20. JCPS World Language Assessment Documents
and Links
Alice Spagnola
JCPS World Language Assessment Documents
My SkyDrive

22. What have JCPS teachers learned to do to ensure student success?
Focus on…
Plan to reach…
Assess students according to…
Proficiency Targets

23. What are the JCPS targets?
Level
Language Target
Beginning Language 1st Term
Novice Mid
Beginning Language 2nd Term
Novice High
Developing Language 1st Term
Developing Language 2nd Term
Intermediate Low
Expanding Language
Intermediate Mid

24. Proficiency Levels

25. What does proficiency mean?
What's
proficiency?
 Some rights reserved by Janrito Karamazov

26. Proficiency is not…

27. Proficiency is like…Pizza
You start eating at the point of the pizza and there’s really not much there. As you eat more there is more and more cheese (and toppings*) for you to eat, until finally you get to the crust and not everyone eats that. *All people don’t eat the same toppings.

28. Confused? Let’s break it down

29. Proficiency is like…Pizza
You start eating at the point of the pizza and there’s really not much there. When you start learning a language there’s very little you can do with the language because there’s not much there.

30. Proficiency is like…Pizza
The farther up the pizza slice you eat, the more there is to eat. The more language you learn, the more you can do with the language.

31. Proficiency is like…Pizza
Some people eat the crust and some don’t. Some people speak language at the superior level, and some never achieve that (even in their native language).

32. Proficiency is like…Pizza
Some people eat a cheese pizza, others eat pepperoni, while others eat only veggies, and that’s ok. When it comes to learning a language, not everyone learns the same vocabulary, and that’s ok, too.

33. Proficiency is like…Pizza
Superior
Advanced
Intermediate
Novice

34. Proficiency Levels - Novice
I can…
use words to provide basic information.
use lists of words, memorized phrases and occasionally a short sentence when I respond to simple questions.
be understood with difficulty by someone accustomed to a language learner.

35. Novice Writing Sample
Because me want the learn at America. I come to America by airplane. My granmather go to the America very longtime. I come with my granmather and my father. I come to America. Me see the America. America is the beautiful. But me miss the Thailand and my mather. I learn for future.
Taken from Teaching Language
in Context Workbook,
Elizabeth Rieken,
Heinle & Heinle Publishers, 1993
What’s going on in the sample?
Writer can use simple simple structure and familiar vocabulary to express basis autobiographical information
Sentences are short; consist mainly of memorized material that writer cannot use creatively yet
No attempt to connect sentences to create more cohesion
Writing has a number of inaccuracies

36. Proficiency Levels - Intermediate
I can…
use words and expressions from topics related to daily activities and personal environment.
use simple sentences and strings/series of sentences, mostly in present tense with occasional past and future usage when I:
participate in a conversation
ask and answer questions
participate in a transactional situation (ex. ordering food, buying clothes, getting tickets)
easily be understood by someone accustomed to a language learner.

37. Intermediate Writing Sample
The task was to write about what the student would do if he or she were the parent of a student who was in trouble at school for fighting and lying.
If I am the parent—first thing I don’t get mad—because the boy’s 5 or 6 year’s old is not a crazy.  he just want a fun.  I try to find out the answer.  Why he make that story and tell him you mabe that story is wrong.  You can’t do that again.
Taken from Teaching Language
in Context Workbook,
Elizabeth Rieken,
Heinle & Heinle Publishers, 1993
What’s going on in the sample?
Some evidence of conscious organization but little cohesion
Writer has gone beyond memorized material, creating sentences to form a simple narrative
Present tense not fully controlled; past tense beginning to emerge
Vocabulary is limited and many syntactic errors
Native speaker used to dealing with foreigners could get the gist