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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

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

curriculum design in elementary school world languages
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

backward design
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.
national student standards
National Student Standards

Define what students should know and be able to do.

  • Communication
  • Cultures FIVE
  • ConnectionsGOALS
  • Comparisons
  • Communities
national student standards6
National Student Standards

Goal 1. Communication

Three Modes of Communication:

Interpersonal

Interpretive

Presentational

national student standards7
National Student Standards

Goal 2. Cultures

Perspectives

Products Practices

accountability achievement and assessment
Accountability, Achievement, and Assessment

How will we know when we get there?

Define performance tasks for language assessment (interpersonal, interpretive, presentational).

defining thematic teaching
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.
crictor by tommi ungerer
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
characteristics of students
CHARACTERISTICS OF STUDENTS
  • Self-centered
  • Developing language and concepts
  • Rapid concept development
  • Need to be involved in learning
la petite chenille
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
panda bear what do you see
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

panda bear continued
PANDA BEAR - CONTINUED
  • Math – counting
  • Science – Shapes (circle, triangle, square) and classifications
  • Social studies – classroom organization, classroom rules, places in classroom
integrated performance assessment
INTEGRATED PERFORMANCE ASSESSMENT
  • Teacher observation of students with checklist
  • Matching activities
  • Following directions
  • Where is panda?
panda bear who do you see
PANDA BEAR WHO DO YOU SEE?
  • Language – greeting classmates and staff
  • Math – counting
  • Social studies – getting to know classmates, greeting and leave taking.
integrated performance assessment17
INTEGRATED PERFORMANCE ASSESSMENT
  • Teacher observations with checklist
  • Matching activities
  • Panda says hello
chinese k 5 fles
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;
chinese k 5 fles19
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.
backward design20
Backward Design

Enduring Understanding

Essential Questions

Overarching Theme

kindergarten who are we
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?

hands on practice
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.

designing standards based curriculum elementary schools24

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