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BUILDING STUDENTS’ LITERACY SKILLS
Rosanne Zeppieri
Teaching World Languages: Elementary
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
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
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
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
“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
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.
The SOPA Interview
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
Strategies
Storytelling Total Physical Response (TPR)/TPR
Storytellinghttp://www.youtube.com/watch?v=KmfnrYerYbY
Language Experience Stories Gouin Series
Shared Reading Big Books
Storytelling
Rebecca Wang uses props, body language, and song to make an authentic Chinese story and its concepts comprehensible for new learners.View Online
Questions to Consider
• What were Rebecca’s objectives? Linguistic functionsContentCulture
• 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?
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)
Classroom Activities to Scaffold Learning
Labeling Concentration Flyswatters Story Map Glogster.com http://mari1017.e
du.glogster.com/glog-4362-3540/
Wordle.net
Readers’ and Writers’ Workshop
http://bcove.me/zmmwihwu
Link to Prior LearningMini LessonActive Engagement Independent Reading or WritingConferringSharing
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?
Closure
Write 3 new ideas you learned this week.
Write 1 question that you have about the learning this week.