1. BUILDING STUDENTS’ LITERACY SKILLS Rosanne Zeppieri Teaching World Languages: Elementary

2. Guiding Documents  National/State Standards:  What teachers are expected to teach  What students are expected to learn  Same expectations for all students  ACTFL Proficiency Guidelines  How well students are expected to perform in the target language  Means of assessing and rating degrees of ability in a language

3. Rating Student Speech Samples  Novice Speaker  Words, chunks, a high frequency expressions  Creates some simple sentences by recombining familiar expressions  Generally reactive – answers rather than asks questions  May need repetition and slower speech  May revert to English when stuck

4. Rating Student Speech Samples  Intermediate Speaker  Simple sentence-level communication (strings of sentences with few connectors)  Asks and answers questions  Uses primarily present tense with a degree of accuracy  Is able to speak on topics related to self, family, friends, school  May resort to English

5. Rating Student Speech Samples  Advanced Speaker  Handles with ease and confidence concrete topics of personal and general interest and some academic topics.  Narrates and describes successfully.  Connects sentences smoothly, and organizes speech into paragraphs using connectors such as first, next, finally, etc.  Demonstrates control of present, past, and future time frames  Some inaccuracies remain  Understood by native speakers of the target language

6. “Knowing how, when, and why to say what to whom” Consortium for Assessing Performance Standards (CAPS) A database of assessment tasks that are products from teachers in four New Jersey school districts Work for this project was funded by a Foreign Language Assistance Program grant that was awarded in September, 2003 http://flenj.org

7. Student Oral Proficiency Assessment (SOPA)  Developed by the Center for Applied Linguistics (CAL)  Designed to allow young students to demonstrate their highest level of performance in oral fluency, grammar, vocabulary, and listening comprehension.  Designed for children who are learning a foreign language in a school setting, the SOPA includes hands-on activities and is conducted entirely in the foreign language. The focus of the interview is to determine what the students can do with the language.

8. The SOPA Interview

9. Literacy Development  Focus on building students’ oral language base  Focus on providing a foundation for literacy in the second language  Focus on surfacing/building students’ background knowledge  Focus on comprehension strategies before, during, after reading

10. Strategies  Storytelling  Total Physical Response (TPR)/TPR Storytelling http://www.youtube.com/watch?v=KmfnrYerYbY  Language Experience Stories  Gouin Series  Shared Reading  Big Books

11. Storytelling Rebecca Wang uses props, body language, and song to make an authentic Chinese story and its concepts comprehensible for new learners. View Online

12. Questions to Consider What were Rebecca’s objectives? Linguistic functions Content Culture Which standards were reflected in the lesson? Which modes of communication did the teacher address? How did the instructor scaffold new material for the story? What evidence do you see that the students understood the story?

13. Lesson Plan Unit Title/Theme:Lesson Title: NJCCCS:Grade/Targeted Proficiency Level Lesson Objectives: Language Content Culture Lesson Overview: Summative Assessment:Formative Assessments: Learning Plan Hook: (How will you engage students in the learning?} Lesson Agenda: (Learning tasks) Closure: (Summarization/Reflection on learning)

14. Classroom Activities to Scaffold Learning  Labeling  Concentration  Flyswatters  Story Map  Glogster.com  http://mari1017.edu. glogster.com/glog- 4362-3540/ http://mari1017.edu. glogster.com/glog- 4362-3540/ Wordle.net

15. Readers’ and Writers’ Workshop http://bcove.me/zmmwihwu Link to Prior Learning Mini Lesson Active Engagement Independent Reading or Writing Conferring Sharing

16. Journal Reflection What can world languages teachers learn from the philosophy and protocols of Reader’s and Writer’s Workshop? How might the workshop model and strategies build language proficiency and aid in literacy development?

17. Closure Write 3 new ideas you learned this week. Write 1 question that you have about the learning this week.