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Part IProficiency 101 - - - - - - - - - - - - Overview of the
NCSCSSummer Institute (SI) 2012
Part I Objectives
By the end of Part I, I will be able to:
• Explain how the Standard Course of Study (SCS) impacts all K-12 educators as every content area implements new standards.
• Describe the structure of my district’s World Language Program based on the North Carolina World Language Essential Standards.
New Standard Course of Study (SCS)
Common Core State Standards
English Language Arts
* Literacy Standards for History/Social Studies, Science, and Technical Subjects
Mathematics
North Carolina Essential Standards
Arts Education
*English Language Development
*Guidance
Healthful Living
*Information and Technology
Science
Social Studies
World Languages* Common Core Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.
1.How do World Languages prepare students to be future ready?
2.How do World Languages connect to other content areas?
3.What are the implications for meeting the needs of all learners as related to World Languages?
North Carolina World Language Essential
StandardsK-12
Classical Languages
Ancient Greek, Latin, and 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 2012-2013
Structure of the WLESWLES
CLL strand
ES #1
2-5 COs
ES #2
2-5 COs
ES #3
2-5 COs
ES #4
2-5 COs
COD strand
CMT strand
Activity: WLES Press Release – 1 of 2
1. Outline your district/charter’s World Language program offerings using the cloze media form at http://tinyurl.com/SI2012WLPressRelease
2. Read NPR’s “This I Believe” essays for your program(s):
– Classical Languages Credo Latinae
– Dual & Heritage and/or Modern LanguagesTravel and Learn Another Language
A set of principles for curriculum
development that applies to the general
education curriculum to promote learning
environments that meet the needs of all
learners.
Universal Design for Learning (UDL)
Recognition NetworksThe "what" of learning
How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.
Strategic NetworksThe "how" of learning
Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.
Affective NetworksThe "why" of learning
How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.
UDL Principles
Principle1:Representation
Principle 3:Engagement
Principle 2:Action and Expression
NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.
1.How do World Languages prepare students to be future ready?
2.How do World Languages connect to other content areas?
3.What are the implications for meeting the needs of all learners as related to World Languages?
Activity: WLES Press Release – 2 of 2
3. Connect this information to other content areas, with a focus on literacies.
4. Finish with a strong statement (ex. spotlighting the SBE’s mission and goals to graduate globally prepared students).
5. As time allows, brainstorm a list of local media outlets that you could share your press release with for distribution to your community.
Part I ReflectionPlease respond to these statements in your Penzu journal.
Yes, easily and well
Still one of my goals
1. I can explain how the Standard Course of Study (SCS) impacts all K-12 educators as every content area implements new standards.
2. I can describe the structure of my district’s World Language Program based on the North Carolina World Language Essential Standards.
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