World Languages District Professional Development Day

August 20, 2013

Melissa PérezK-12 World Languages Specialist

Curriculum, Instruction & Assessmentmelissa.perez@dpsnc.net

919-560-3676 x21676

World Languages Goals for 2013-2014

• Improve Writing in the Classroom• Increase Real World Relevance in Classroom

Activities• Increase Understanding of Various

Instructional Tools & Strategies

Goal 1: Improve Writing in the Classroom

• How do World Languages Essential Standards align with the ELA Literacy and Writing Common Core Standards?

College and Career Readiness (CCR) Anchor Standards for each strand: Reading (10 standards in 4 categories) Writing (10 standards in 4 categories) Speaking and Listening (6 standards in 2 categories) Language (6 standards in 3 categories)

▪ Consistent overarching targets (parallel for each grade band)

Overview to English Language Arts Standards

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Speakingand Listening

Reading----------------------------------

Listening

Writing -----------------------------

Speaking

Interpretive

Presentational

ProficiencyLevels:Novice

IntermediateAdvanced

Interpersonal

Languagewww.actfl.org/commoncore

• Conventions• How language functions• Vocabulary

Linking Common Core &World Languages

CCSS-ELA National Standards for Learning Languages

Reading Interpretive (Reading, Listening, Viewing)

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text

Interpretive Communication (Standard 1.2) Demonstrate comprehension of content from

authentic audio and visual resources. Cultures: Practices and Products (Standard 2.1 and 2.2) Examine, compare and reflect on products,

practices, and/or perspectives of the target culture(s).

Connections: Acquiring New Information (Standard 3.2) Acquire information from other content areas

using authentic sources

2. Determine central ideas or themes of a text and analyze their development; summarize key supporting details and ideas

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text

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Key Ideas and Details – Across Levels

Novice Students Intermediate Students Advanced Students

Identify main ideas in developmentally appropriate oral/visual narratives based on familiar themes and highly predictable contexts with visual or graphic support.

Determine the main themes and significant details on primarily familiar topics from authentic multimedia and print sources, both informational text and narratives with easily discerned storylines.

Analyze the main ideas and significant details of discussions, lectures, and presentations on current or past events from the target culture or other content areas.

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Linking Common Core & World Languages

CCSS-ELA National Standards for Learning Languages

Writing Presentational (Writing, Speaking, Visually Representing)

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience

Presentational Communication (Standard 1.3)Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics, knowing how, when, and why to say what to whom.• Retell or summarize information in narrative form,

demonstrating a consideration of audience.• Self-edit written work for content, organization,

and grammar. Communities: Beyond the School Setting (Standard 5.1)Use the language both within and beyond the school setting.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others

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Overview to English Language Arts Standards

WritingGrade

To Persuade

Argumentative

To ExplainExplanatory or Informational

To Convey Experience

Narrative

4th 30% 35% 35%

8th 35% 35% 30%

12th 40% 40% 20%

Revised Bloom’s Taxonomy

Writing Task #1

• Develop at least 2 example writing prompts that are aligned to the World Languages Essential Standards that you can use with your students this year.

• State to which standard(s) your prompts align.• SHARE & GIVE FEEDBACK

Writing Task # 2• Develop a Personal Writing Plan to implement in

your classroom this year. www.penzu.com Things to Remember as you develop your plan:Keep in mind where you are and the level at which your students are in terms of writing in the target language in your classroom. Also, keep in mind what topics/themes might motivate students to want to write.

Goal 2: Increase Real World Relevance

• Globalization• 21st Century Learners• Bringing the outside in• Taking the inside out

THINK GLOBALLY, ACT LOCALLY!http://padlet.com/wall/1r8sptelu2

Real World Relevance Task # 1• Select a NC World Languages Essential Standard

that you would like to focus a task around.• Keeping in mind your selected standard,

research a current event from anywhere in the world that is relevant to your subject area.

• Develop an activity around your selected standard and chosen current event that you will implement into your classroom this year.

GROUP SHARE & FEEDBACK!

Goal 3: Increase Understanding of Instructional Tools & Strategies• DPS WL Wiki• Unit Plans• UBD-Understanding By Design• Literacy Self-Assessment Checklists• Google Voice• Assessments & Rubrics: ACES & RACER, PALS• http://www.rcampus.com/rubricshellc.cfm?sid=13• http://www.state.nj.us/education/frameworks/worldlanguages/appendb.pdf

Instructional Tools Task # 1

“Jabberwocky”(see handout)

Instructional Tools Task # 2

• Exchange your answers to “Jabberwocky” with another group. Use the ACES/RACER rubric to score the answers of your peers.

Feedback Survey

http://research.zarca.com/k/RQsRRTXsRWWsPsPsP