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Designing Standards-based Curriculum: Elementary Schools

Designing Standards-based Curriculum: Elementary Schools. Marcia Harmon Rosenbusch, Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa Eileen Lorenz, Project Director Chinese K-5 FLES Project Center for Applied Linguistics (CAL), Washington, DC.

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Designing Standards-based Curriculum: Elementary Schools

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  1. Designing Standards-based Curriculum: Elementary Schools Marcia Harmon Rosenbusch, Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa Eileen Lorenz, Project Director Chinese K-5 FLES Project Center for Applied Linguistics (CAL), Washington, DC

  2. Curriculum Design in Elementary School World Languages Historical perspective “If you don’t know where you are going how will you know when you get there?” Elements in curriculum design

  3. Framework for Curriculum

  4. Backward Design • Enduring understandings: Universal truths that are at the heart of the discipline and that have value beyond the classroom. • Essential questions: Questions that help us discover universal truths.

  5. National Student Standards Define what students should know and be able to do. • Communication • Cultures FIVE • ConnectionsGOALS • Comparisons • Communities

  6. National Student Standards Goal 1. Communication Three Modes of Communication: Interpersonal Interpretive Presentational

  7. National Student Standards Goal 2. Cultures Perspectives Products Practices

  8. Accountability, Achievement, and Assessment How will we know when we get there? Define performance tasks for language assessment (interpersonal, interpretive, presentational).

  9. Defining Thematic Teaching What is thematic teaching? • Links concepts (content), language and culture; • Grounded in developmentally appropriate learning; • Provides a meaningful framework for teaching/learning; • Addresses the National Standards.

  10. CRICTOR BY TOMMI UNGERER • Language arts Characters, setting, problem, solution • Math – Estimation, measuring, metric system • Science – Boa constrictor and other snakes • Social studies – elements of a French village • Language – Descriptive language, initial sounds, sequencing

  11. CHARACTERISTICS OF STUDENTS • Self-centered • Developing language and concepts • Rapid concept development • Need to be involved in learning

  12. LA PETITE CHENILLE • Language arts – sequencing of events • Math – estimation and non-standard measurements • Science – life cycle of the butterfly, categories of foods • Language – naming foods, describing, expressing preferences, class book

  13. PANDA BEAR, WHAT DO YOU SEE? • Reading/Language arts – naming classroom objects Locating (near/far, under/over) Describing (color, sizes, shapes) Expressing preferences Identifying (show me or name) Following directions

  14. PANDA BEAR - CONTINUED • Math – counting • Science – Shapes (circle, triangle, square) and classifications • Social studies – classroom organization, classroom rules, places in classroom

  15. INTEGRATED PERFORMANCE ASSESSMENT • Teacher observation of students with checklist • Matching activities • Following directions • Where is panda?

  16. PANDA BEAR WHO DO YOU SEE? • Language – greeting classmates and staff • Math – counting • Social studies – getting to know classmates, greeting and leave taking.

  17. INTEGRATED PERFORMANCE ASSESSMENT • Teacher observations with checklist • Matching activities • Panda says hello

  18. Chinese K-5 FLES • Collaborators • Purpose of Project • Develop a K-5 FLES Chinese language framework • Develop proficiency-focused and standards-based curriculum and materials; • Train teachers in best practices; • Train teachers in classroom-based assessment and ELLOPA and SOPA;

  19. Chinese K-5 FLES • Purpose of Project (continued) Research • Students’ progress in Chinese language proficiency; • Attitudes toward the Chinese language and culture of students, administrators, teachers, parents and the community; • Student progress on standardized assessments of English language arts and mathematics as compared to the progress of control groups.

  20. Backward Design Enduring Understanding Essential Questions Overarching Theme

  21. Kindergarten: Who are we? Who am I? What would my life be like if I were Chinese? Who are we at school? Who are we at home? Who are we in the community? How are you and I the same or different?

  22. Hands on Practice A. Language; B. Grade Level Work Group: 1 2 3 4 5 1. Introduce yourselves; 2. Identify recorder; 3. For your grade level, review a) Essential Questions; b) Grade Level Theme; c) Sub-themes; 4. Choose a sub-theme to focus on; 5. Brainstorm ideas of how to address that sub-theme and write them on the web; Develop one idea in more detail; Share with group.

  23. Share your ideas

  24. Designing Standards-based Curriculum: Elementary Schools Marcia Harmon Rosenbusch, Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa mrosenbu@iastate.edu Eileen Lorenz, Project Director Chinese K-5 FLES Project Center for Applied Linguistics (CAL), Washington, DC eileen@cal.org

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