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Introduction to the World Languages Toolkit

SY 2003-2004

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By the end of the workshop you will

• Understand the system of standards

• Understand World Languages as a content area and the World Languages content and performance standards; and

• Know how to use the world Languages Toolkit

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Vision of a Hawaii High School Graduate

Our graduates will: Realize their goals and aspirations. Contribute positively and compete

in a global society. Exercise their rights and

responsibilities of citizenship. Pursue post-secondary education

and/or careers without need for remediation

.

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General Learner Outcomes

• Self-directed learner• Community Contributor• Complex thinker• Quality producer• Effective communicator• Effective and ethical user of technology

K-12 essential overarching goals for all content areas

Supported by HCPS II – all content areas

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Board of Education Policy 2015

“To ensure high academic expectations for all students, the Department of Education shall implement the Content and Performance Standards.”

Adopted in October, 1994

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Strategic Implementation Plan

• Provide a standards-based education for every child

• Sustain comprehensive support for all students• Deliver coordinated, systemic support for staff and

schools• Achieve and sustain continuous improvement of

all student performance, and professional, school, and system quality

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The System of Standards• Content Standards

• Benchmarks

• Grade Level Performance Indicators

• Performance Standards

Define what all students should know, be able to do and care about

Describe reasonable expectations at specified intervals

Describe student work resulting from quality instruction

Define “how good is good enough” = performance indicators + student work + commentary

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Organization of World Languages Standards

Strands• Communication, • Cultures, • Comparisons, • Communities and

Connections

Stages

I—Beginning

II— Continuing

III— Advanced

Levels— secondary courses

Levels 1,2,3,4 Advanced.

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NOVICE NOVICE

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The Communication Standards

• Interpersonal—face-to-face conversations

• Interpretive—one-way listening and reading

• Presentational —one-way reading and writing

See WLCurriculum Framework Section 2

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Cultures StandardsInterrelationships among •Products

–tangible (paintings, buildings, literature etc., or

–intangible (oral tale, dance, system of education)

•Practices

- patterns of social interactions

-“What to do when and where”

•Perspectives

Meanings, attitudes, values, ideas

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Comparisons (incorporated into Communication Standards )

The nature of language

Comparing own to another language

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Communities and Connections (incorporated into Communication Standards )

The context for using language

Application

Connecting to other settings

Using language to obtain information

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Components of the Toolkit• Grade Level Performance Indicator

Progression

• Scope and Sequence

• Instructional Guide

• Curriculum Framework

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Grade Level Performance Indicator Progression

Grade Level Performance Indicators

• Refine benchmarks

• Describe student work resulting from quality instruction

• Are not the only indicators

• Must use multiple forms of assessment to validate knowledge, skills, abilities.

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“Seeing” the Performance Indicators…

Benchmark • Use greetings, leave-takings, and simple courtesy

expressions. Indicators—• Grade K—repeat it • Grade 1—greet another, express gratitude, respond at

different times of day • Grade 2—exchange greetings, use appropriate courtesies • Grade 3—independently extend and respond to simple

greetings and leave-takings.

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Classroom Example

Context: • Introduce the book—answering and explaining about Japanese

books.Which is the front cover? How can you tell? Where is the title? Which way does it read?

• Introduce key words.• Read the story to students while showing pictures. • Have students fill out an assessment sheet with either words or

pictures about something they remember. • Read the story again without showing the pictures. • Have students number the four squares in sequential order.

• Have students tell the story in English.

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GLPI- student work samples

With a partner, 1) Use the GLPI progression to find

– Standard – Benchmark – Indicators

2) Share observations with large group and a key point of your discussion

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About the benchmarks…

The Benchmarks for the Secondary Levels (Levels 1 through Advanced) reflect the most common program model—most students begin their study of a language in high school.

STAGE I = Beginners at any age—Novice ProficiencyE.g., Secondary Students—Levels 1 & 2

Elementary Students—Grades K-5 Middle School Students—Grades 6-8

–

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Stage II - Continuing learners, intermediate proficiencye.g.,– Middle school students in grades 6-8 who are

continuing from a K-5 program – High School students who have completed two or more

years in high school

Stage III—Advanced learners, intermediate high proficiency/advanced low proficiency

– High school students who have had more than 4 years of secondary courses (up to grade 12)

– High school students who have been in a K-10 sequence

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Some Uses

Used by…

Teachers

Administrators

Curriculum leaders

To…• Design units, lessons, activities• Look at student work• Use as examples • Discuss standards based

curriculum, instruction and assessment

• Map curriculum • Improve grade cluster alignment• Let parents know what is

expected of students

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Instructional Guide

A direct link between HCPS and classroom practice

Elements• Grade Level Performance Indicators • Sample Classroom Assessment Tasks• Sample Classroom Instructional Strategies

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The tasks and strategies

• Provides consistency among teachers • Encourages equity across classrooms• Helps to provide clarity to grade level teachers

about results they can expect from students• Help to give concrete examples of classroom

practices that are linked directly to standards.

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Instructional Guide for World Languages

Grades K-8 Grade 6 pg. 35 • Option A - in a K-6 elementary school

Same as grade 5- expanded topics and contexts.• Option B- Middle School (pg. 41)

1) Exploratory/Introductory Cultures and Level 1 2) Sequence leading to competency –Level 1, map over grades 6,7,8

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Instructional Guide for World Languages

Secondary: Level 1- Advanced

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Scope and Sequence

1. Two displays : Elementary and Secondary

a) condensed version of GLPIs -consise overview

b) list of topics elementary list by grade level secondary list by Levels

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Curriculum Framework

• Explanation of Stages of Learning

• Legal Authority of Language Program

• Student Samples

• Criteria for rubrics

• Language Learning Resources

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Instructional Support

World Languages

Standards Implementation

Projects and Resources

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Teleschool Courses

K-6 (began broadcast on Oct 20, 2003; continuing through 2003-2004 school year)

• Japanese - Moshi Moshi

• Spanish - Hola Hola

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Handouts..

• Resources for Supporting World Languages Education

• “Years of Foreign Language Study” Resolution• Moshi Moshi/Hola Hola Scope and Sequence • Resources for World Languages Program Support • Copies of ACTFL K-12 Guidelines

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Questions to Pursue

Multiple entry points….. • Model complex - how can several schools in the

complex plan for an articulated sequence ?• Model school - how can an individual school

provide a K-6 sequence? • Technology solutions - how can schools can

televised programs into their own time schedule? • Awareness models- How can we offer valuable

exploratory experiences?

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On Diversity…

• The experience of developing insight into the language and culture of others provides an opportunity for students to reflect on their own language and culture, thus strengthening their understanding of their native language and how the cultural perspectives in this country are similar and different from those they are learning about.

Report of the NASBE Study Group on the Lost Curriculum, October 21003

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Global competence..• Developing global competence is a long-term undertaking

and must begin at an early age, especially for foreign language acquisition.

American Council on Education, 2002 Policy Paper Beyond September 11:

A Comprehensive National Policy on International Education.

• While English competency should always be the priority and should be a language of instruction for all students from the beginning of school, foreign languages can and should be integrated into curriculum from the earliest grades possibly, for as many students as possible from all backgrounds.

Secretary of Education , Rod Page, Foreign Language Annals, Volume 36, pages 140-141, 2003

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“A direct impact on All students through learning other languages is to give them new ways of knowing, seeing, comprehending, and expressing.

This benefit is evident even without becoming independently fluent in a language other than one’s native language.”

Paul Sandrock, Wisconsin DPI 2003

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