1. Sign-in Sheet Introductions Assessment Calendar (10/29-11/2/12) Pick up scan sheets (due back 11/9/12) Pink Sheets What are our (dept.) Big Rocks? What are our (indiv.) Big Rocks? WL Middle School CIA Meeting October 22, 2012

2. Standard 1: Communication Communicate in Languages Other Than English  1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.  1.2: Students understand and interpret written and spoken language on a variety of topics.  1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Bringing the Standards to Life Chapter 2: pages 17-52

3. Lessons that are: Comprehensible, Interesting, Relevant, and Motivating Activities that: Increase Students’ Comfort Levels The affective filter hypothesis (Dulay, Krashen, and Burt, 1982) describes the need for second-language learning to occur in an environment of low anxiety, to encourage the processing and learning of new information. Include large group, small group, pairs Introduce a variety of topics/exercises/activities Bringing the Standards to Life Chapter 2: pages 17-52

4. P8: My daily lesson plans contain activities that are contextualized, connect to prior learning, and require attention to meaning. a.I select activities that ensure a learner-centered environment that meets individual learning needs. b.I plan activities that provide students with consistent comprehensible input that is meaning bearing. c.I plan how I will explain/introduce activities and concepts using only the target language. d.I plan adequate opportunities for students to process spoken and written language before being expected to produce it.] e.I create opportunities for my students and me to access, evaluate and use authentic materials. f.I create opportunities for my students to collaborate, publish and interact with language learners, experts and other audiences (locally and globally). g.I identify and select appropriate resources for planning learning activities. TELL: Teacher Effectiveness Language Learning

5. T7: My students use language within meaningful contexts. a.I consciously monitor my teacher talk in order to maximize student opportunities to produce language in each lesson. b.I equip students with strategies that enable them to use the target language. c.My students have adequate opportunities to process language (input) before being expected to produce language (output). d.My students engage in daily pair and/or small group activities. e.My students frequently use cultural products and practices to contextualize language tasks. f.My students and I access, evaluate, and use authentic materials. g.My students and I collaborate, publish and interact with other language learners, experts and other audiences. h.My students encounter grammar that is necessary to meet the performance objectives. i.My students use language at levels of accuracy consistent with the proficiency target. TELL: Teacher Effectiveness Language Learning

6. 1.1: Interpersonal (pp. 20-31) 1.2: Interpretive (pp. 31-37) 1.3: Presentational (pp. 38-52) Beginner, Intermediate, Advanced Activities WL Proficiency Levels Link to Common Core State Standards (CCSS) Assessed with NHPS rubrics Bringing the Standards to Life Chapter 2: pages 17-52

7. http://www.learner.org/resources/series185.ht ml As you watch "Food Facts and Stories," take notes on Mr. Pedini's instructional strategies, particularly how he presents and has students practice new vocabulary, as well as the types of authentic materials that he uses. Write down what you find interesting, surprising, or especially important about the teaching and learning in this lesson. Bringing the Standards to Life A Library of Classroom Practices

8. Can-do Statements Teacher Support Group – 11/7/12 Book Club – 10/24/12 Half-day PD, 8:30-11:30, 11/6/12 Mauro Sheridan, bring laptops Next CIA meetings: December 3 middle school December 10 high school Feedback forms Pick up scan sheets