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Multiple-Entry Points. Professional Development Module World Languages Consultants Ohio Department of Education. Standards 101. What YOU Need to Know About Ohio’s Foreign Language Academic Content Standards. History of Standards in Ohio. Amended Substitute Senate Bill 1

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Multiple-Entry Points

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Multiple entry points

Multiple-Entry Points

Professional Development Module

World Languages Consultants

Ohio Department of Education


Standards 101

Standards 101

What YOU Need to Know About

Ohio’s Foreign Language

Academic Content Standards


History of standards in ohio

History of Standards in Ohio

  • Amended Substitute Senate Bill 1

    • Requires K-12 standards with specific expectations for each grade level

    • Determines both assessed and non-assessed content areas

    • Establishes timelines for creation of Standards and Curriculum Models


Multiple entry points

5-8

9-12

K-4

4

8

12

3

11

7

2

6

10

1

9

5

K

The Standards describe the overarching goals and themes of what students should know and be able to do.

Foreign Language Standards

Benchmarkstell what all students should know and be able to do at the end of grade-level bands(e.g., K-4)

Grade-Level Indicators

tell what students should know and be able to do at each grade level K-12


Overarching standards

Overarching Standards

  • Communication: Communicate in languages other than English

  • Cultures: Gain knowledge and understanding of other cultures

  • Connections: Connect with other disciplines and acquire information

  • Comparisons: Develop insights into the nature of language and culture

  • Communities: Participate in multilingual communities at home and around the world


Operating standards

Operating Standards

  • 3301-35-04

    • Assessment System

    • Aligned to Courses of Study

    • Regular Assessment of Student Performance

    • District Responsibility for Design & Implementation


Assessment guidance

Assessment Guidance

  • CAAP

  • AP Assessments

  • OFLA/ODE Model Assessments

  • Virtual Assessment Center

  • Check the Instructional Commentary and the Resources Section in the FL Standards Book for additional guidance.


Multiple entry points into ohio s foreign language academic content standards

Multiple Entry Points into Ohio’s Foreign Language Academic Content Standards


Goals

Goals

  • Use the K-12 Foreign Language Academic Content Standards with programs that begin at later grades.

  • Use indicators at grade level regardless of when programs begin.


The essential question

The Essential Question:

How do we use K-12 standards when our program doesn’t begin…

  • Until 4th grade?

  • Until 7th grade?

  • Until 9th grade?


Answer

Answer:

Consider Language Development

Consider Learner Development

Consider Pedagogy

Consider the Nature of Standards


Multiple entry points

Description of Language and Time Required to Reach ACTFL Performance Guidelines for K-12 LearnersPRE-ADVANCEDK-12 Articulated SequenceCan narrate and describe in present, past, and future time/aspect and handle a complicated situation or transaction.INTERMEDIATE K-8, 7-12, or 9-12Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction.NOVICEK-4, 5-8, 9-10Language limited to memorized material, formulaic utterances, lists, and enumerations.


My day

My Day

Describe your day so that a foreign exchange student living with you understands your routine.


My day1

My Day

  • Novice:

    • I eat breakfast at 7:00.

    • I ride the bus to school.

    • I arrive at 7:45.

    • I have math, science and French in the morning. I have social studies, English and physical education in the afternoon. Then I play baseball. I go home at 5:15.


My day2

My Day

  • Intermediate:

    • I have breakfast at 7:00 and then I take the bus to school. Do you eat breakfast? My morning classes are math, science and French. My afternoon classes are social studies, English and physical education. My class schedule stays the same each day. After school, I practice baseball. Finally, I go home at 5:15.


My day3

My Day

  • Pre-advanced:

    • I leave the house at 7:00. I walk to school and arrive at 7:30, since my parents won’t let me drive. My first class is math. Then, I have science and French. During the afternoon, I have social studies, English and physical education. My favorite class is French because it is interesting and fun. My schedule doesn’t change each day like yours. After school, I have baseball practice. I usually get home at 5:15.


Learner development

Learner Development

  • Cognitively more developed

    • Concrete to formal/abstract operations

    • Concepts intact

      Mapping new vocabulary


Younger learners novice

Younger Learners: Novice

Recognition Activity


Older learners novice

Older Learners: Novice

Picasso Activity

Identify shapes and colors

En la nariz, hay triángulos blancos y violetas.


Word bank

Word Bank


Older learners intermediate

Older Learners: Intermediate

Discuss what the artist is trying to portray through the use of color and shapes

La peinture est triste parce que l’artiste ulilise jaune et vert.

Les triangles rendent la peinture triste.


Graphic organizers

Graphic Organizers


Older learners pre advanced

Older Learners: Pre-Advanced

Propose how the painting would change if the colors and shapes were different

If the colors were brighter, the painting would be less sad.

If there were fewer triangles, the painting would be more real.


Expression starters

Expression Starters

  • If the artist used more blue, the painting would be more _____.

  • If there were fewer triangles…

  • If the artist _____, then …

  • If the artist changes the use of color by ___ (shapes by ___) the painting …


Learner development1

Learner Development

  • Older learners: literacy skills

    • Reading strategies

    • Interpret more than they can produce

  • Brain research

    • memory/attention


Pedagogy

Pedagogy

  • From guided instruction to open-ended activities

    • Listening and reading strategies

    • Graphic organizers

    • Sentence builders


Pedagogy1

Pedagogy

  • Developmentally Appropriate/ Thinking Skills

  • Relevant, Meaningful, Real-World Tasks and Content


Activity examples

Activity Examples

  • Younger Learners

    • Teddy BearSweaters

  • Older Learners

    • -Graphing Activity


Problem solving activities

Problem-Solving Activities

Business Case

  • Coca Cola has difficulty selling its 2-liter bottles in Spain. What do you think would help?

  • Data to consider

    • Refrigerator specs

    • Shopping trends

    • Transportation data


Possible answers

Possible Answers

  • El problema es que_________________.

  • La compañía necesita _______________.

  • Describa el/los problema(s).

  • ¿Cuáles sugerencias tiene(n) para resolver el problema?


Interpreting real world data

Interpreting Real-World Data


Interpreting real world data1

Interpreting Real-World Data

You are looking to build a business that caters to Japanese-speaking Ohioans. Using the map provided, list three good locations for your business and tell why each is a good location. Once you have made your three choices, determine which of the three options is best and tell why.


Nature of standards

Nature of Standards

  • Expectations become more rigorous through the grades

    • Communicative task

    • Cognitive task


Colors shapes activities

Colors/Shapes Activities

  • K-4: Identify people and objects based on descriptions.

  • 5-8: Engage in oral, written or signed conversation on familiar topics.

  • 9-12:Express a wide range of feelings and emotions, and discuss and support opinions.


Textbooks and standards

Textbooks and Standards

  • Benchmarks

  • Interact using extended spoken, signed or written communication by providing and obtaining information

  • Express and compare opinions and preferences about information gathered regarding events, experiences and other school subjects

  • Interact in a wide range of situations using culturally authentic language and gestures

  • Present differences in products and practices found in the target culture


Textbooks and standards1

Textbooks and Standards

  • Benchmarks

  • Interact using extended spoken, signed or written communication by providing and obtaining information

  • Express and compare opinions and preferences about information gathered regarding events, experiences and other school subjects

  • Interact in a wide range of situations using culturally authentic language and gestures

  • Present differences in products and practices found in the target culture


Textbooks and standards2

Textbooks and Standards

  • Benchmarks

  • Interact using extended spoken, signed or written communication by providing and obtaining information

  • Express a wide range of feelings and emotions, and discuss and support opinions

  • Use a variety of reading and listening strategies to derive meaning from texts

  • Analyze information from a variety or oral, written and visual sources by summarizing, critiquing and explaining texts

  • Create presentations on a range of original or authentic expressive products

  • Apply age-appropriate writing process strategies to produce a variety of documents for publication


So what does this all mean

So what does this all mean?


Novice level learners

Key:

Concepts

Cognition

Proficiency

Novice-Level Learners

K-4

5-8

9-12


Intermediate level learners

Key:

Concepts

Cognition

Proficiency

Intermediate-Level Learners

K-8

5-12


Pre advanced level learners

Key:

Concepts

Cognition

Proficiency

Pre-Advanced Level Learners

K-12


Rollout of model lessons units

Rollout of Model Lessons/Units

  • Set A: Novice level lessons.

  • Set B: Intermediate level lessons and novice elementary units.

  • Set C: Pre-advanced level lessons and units for middle school and high school


Field testing of model lessons

Field Testing of Model Lessons

  • Visit www.ode.state.oh.us

  • Click on Academic Content Standards

  • Click on Foreign Language

  • Next Field Test in Fall, 2005

  • Particular Need for 4, 5, AP Teachers


Ticket out

“Ticket Out”

  • Write bullet points summarizing your understanding of how to use the K-12 standards when programs begin in later grades.

  • What do you still need help with?

  • Your input will assist us in revising and improving this module.


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