World Language Content Session - - - - - - - - - - - - Proficiency 101

1. Summer Institute (SI) 2012 World LanguageContent Session- - - - - - - - - - - - Proficiency 101

2. Web Tools for World Languages • Bubbl.us brainstorming activities • Google Docs & Forms collaborative document editing and surveys • LiveBinder online media sharing • Penzu PD journal to reflect and share • Poll Everywhere audience response system

3. World Languages Wikihttp://wlnces.ncdpi.wikispaces.net All of the SI 2012 materials for the World Language Content Session are posted on the wiki, which we will explore during the tour!

4. Preparation for World LanguageContent Session While we’re waiting . . . • Read through the agenda to see how we’ll be spending our time together. • Skim the “I can” statements on the back for a preview of the journal reflections. • Verify that your computer is online and charging (if needed). • Respond to the Poll Everywhere questions.

5. Web Tool: Penzu • Login to your Penzu account • Watch the video at http://www.youtube.com/watch?v=xQxS79QinMIor read the PDF at http://nclti2012ci.ncdpi.wikispaces.net/file/view/GETTING+STARTED+WITH+PENZU.pdf to learn about how your Penzu journal works!

6. Activity: Poll Everywhere You WILL BE responding to these questions using Poll Everywhere: Of the following topics . . . • ACTFL Proficiency Levels • Backwards Design • Performance Assessments • WL Essential Standards • Which do you feel MOST prepared to teach to others? • Which do you feel LEAST prepared to teach to others?

7. Summer Institute (SI) 2012 Welcome, Introductions & Overview

8. NCDPI WL Training Team

9. Web Tool: Penzu • Login to your Penzu account • Watch the video at http://www.youtube.com/watch?v=xQxS79QinMIor read the PDF at http://nclti2012ci.ncdpi.wikispaces.net/file/view/GETTING+STARTED+WITH+PENZU.pdf to learn about how your Penzu journal works!

10. Introductions With the group, please share: • Name • Current Title(s) • District or Charter School • 1 PD Goal for Yourself(in 12 words or less)

11. Overview: Comfort & Considerations • Breaks, Refreshments & Lunch • Restrooms • Wireless Network(Login and password information posted on wall) • Electronic GadgetsPlease switch phones, computers, and other electronic gadgets to silent, mute or vibrate • Parking Lot on Google Doc • Power Strips & Extension Cords

12. Begin and end on time Listen to and respect opinions of others Work together! Take care of own needs Limit sidebar conversations Don’t feed the visitors! Be actively involved in your learning Have FUN! Overview: Group Norms

13. Overview: Content Session Objectives By the end of Day 2, I will be able to train others on: • Understanding the 8 proficiency levels in the World Language Essential Standards. • Teaching to build proficiency. • Assessing proficiency, formatively and summatively, in the classroom.

15. Activity: Poll Everywhere Using Poll Everywhere, respond to these questions: Of the following topics . . . • ACTFL Proficiency Levels • Backwards Design • Performance Assessments • WL Essential Standards • Which do you feel MOST prepared to teach to others? • Which do you feel LEAST prepared to teach to others?

16. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

17. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

18. Overview: Day 1 Agenda • Penzu Launch & Wiki Tour • Proficiency 101 • NC SCS • Backward Design Process • 3 Communication Modes + Culture = WLES • Spiraling of Proficiency Levels • Sharing Statewide • Proficiency-Based Assessment

19. Overview: Day 2 Agenda • Welcome & Regroup • Proficiency 101 • Proficiency-Based Prompts and Rubrics • Planning Local PD • Share Out • Wrap-up & Next Steps

20. Activity: WLES Wiki Tourhttp://wlnces.ncdpi.wikispaces.net

21. Activity: WLES Wiki Tour • Go to the World Language Essential Standards wiki at http://wlnces.ncdpi.wikispaces.net/ . • Follow the Tour Guide and ask questions as needed. • Download the materials you want to have on your computer.

22. Summer Institute (SI) 2012 Part IProficiency 101 - - - - - - - - - - - - Overview of the NCSCS

23. Part I Objectives By the end of Part I, I will be able to: Explain how the Standard Course of Study (SCS) impacts all K-12 educators as every content area implements new standards. Describe the structure of my district’s World Language Program based on the North Carolina World Language Essential Standards.

24. New Standard Course of Study (SCS) Common Core State Standards English Language Arts * Literacy Standards for History/Social Studies, Science, and Technical Subjects Mathematics North Carolina Essential Standards Arts Education *English Language Development *Guidance Healthful Living *Information and Technology Science Social Studies World Languages * Common Core Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.

25. How do World Languages prepare students to be future ready? • How do World Languages connect to other content areas? • What are the implications for meeting the needs of all learners as related to World Languages?

26. North Carolina World Language Essential Standards Statewide implementation in 2012-2013

27. Structure of the WLES

28. Activity: WLES Press Release • Outline your district/charter’s World Language program offerings using the cloze media form. • Read NPR’s “This I Believe” essays for your program(s): • Classical Languages Credo Latinae • Dual & Heritage and/or Modern Languages Travel and Learn Another Language

30. Universal Design for Learning (UDL) A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners.

31. UDL Principles Principle1: Representation Principle 2:Action and Expression Principle 3:Engagement

32. Recognition Networks The "what" of learning Affective Networks The "why" of learning Strategic Networks The "how" of learning Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

33. Principle I: Multiple Means of Representation Represent Act/Express Engage The what of learning • To give diverse learners options for acquiring information and knowledge • Present content in a variety of formats and modalities

34. Principle II: Multiple Means of Action and Expression Represent Act/Express Engage Judy Augatti

35. Principle III: Multiple Means of Engagement Represent Act/Express Engage

36. Multiple Means of Representation for ELLs(and all language learners . . . ) Represent Act/Express Engage Non-verbal Language Support Word banks Word walls Labels Graphic organizers Sentence starters Sentence frames • Modeling • Pictures • Realia/Concrete objects • Gestures • Manipulatives • Demonstrations • Hands-on • Picture dictionaries

37. Multiple Means of Expressing for ELLs(and all language learners . . . ) Represent Act/Express Engage • Role-play • Illustrations/ Drawings / Visuals • Gestures • Circumlocution • First language

38. Multiple Means ofEngagement for ELLs(and all language learners . . . ) Represent Act/Express Engage • Student Interaction • Oral comprehension supports reading and writing development • Differentiate collaborative activities

39. Implications for the Classroomexplicit teaching of language • Create a language-sensitive classroom • Deconstruct/reconstruct complex text • View all languages as assets

40. Tools and Strategies for Challenging All Learners • Concept-Based Teaching • Tiered Assignments • Project-Based Learning • Curriculum Compacting • Independent Study with Rubrics • Seminars Other: All with appropriate challenge!

41. NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

42. Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

43. How do World Languages prepare students to be future ready? • How do World Languages connect to other content areas? • What are the implications for meeting the needs of all learners as related to World Languages?

44. Activity: WLES Press Release Connect this information to other content areas, with a special focus on literacies. Finish with a statement that spotlights the SBE’s mission and goals to graduate globally prepared students. As time allows, brainstorm a list of local media outlets that you could share your press release with for distribution to your community.

45. Part I ReflectionPlease respond to these statements in your Penzu journal.

47. Summer Institute (SI) 2012 Part IIProficiency 101 - - - - - - - - - - - - Introduce the Backwards Design Process

48. Part II Objectives By the end of Part II, I will be able to: • Explain the Backwards Design process. • Describe the components of an Integrated Performance Assessment (IPA). • Begin to plan how the Proficiency 101 Lesson Plan template and materials could be used in my local PD work.

49. Activity: Backwards Design Comic Strip Sort Silently, write 3 -5 words or phrases that you associate with Backwards Design on a post-it note and place it in the center of the table. Pull out a set of the comic strip frames from the Backwards Design Sort envelope at your table. Put the images in order, 1-6, to create a plausible narrative.

50. Trip to Target – Frame 1