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

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

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

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!

Agenda for World Languages 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.

Activity: Poll Everywhere Using Poll Everywhere you will be responding 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?

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

Welcome, Introductions & Overview

NCDPI WL Training Team

Web Tool: Penzu Launch 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!

Introductions With the group, please share: Name Current Title(s) District or Charter School 1 PD Goal for Yourself

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

Overview: Group Norms Teamwork Individual Work Take care of own needs Limit sidebar conversations Use the Parking Lot Be actively involved in your learning Have FUN! Begin and end on time Listen to and respect opinions of others Know when to step up and when to step back Work together!

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.

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

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

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

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.

Part IProficiency 101 - - - - - - - - - - - - Overview of the NCSCS

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.

Addressing Student Needs in an Era Of New Content Standards

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.

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?

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

Structure of the WLES

Strands Language Skills & Frameworks CLL: Connections to Language & Literacy COD: Connections to Other Disciplines CMT: Communities

4 Essential Standards Use the language to engage in interpersonal communication. (Interpersonal Mode) Understand words and concepts presented in the language. (Interpretive Mode) Use the language to present information to an audience. (Presentational Mode) Compare the students’ culture and the target culture. (Culture)

How to Read the WLES Essential Standard (#3) Proficiency Level (Novice Low) Clarifying Objective (#1) Strand (Connections to Language & Literacy)

Proficiency Outcomes by Program Classical Languages, Levels I - VI Dual & Heritage Languages K-12 Dual Language/Immersion Heritage Language Programs, Levels I & 2 Modern Languages FLES & Middle School, end of 2nd – 6th year of study High School Credit Courses, Levels I - VIII Alphabetic Logographic Visual

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?

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

By the time many students hit middle school, disengagement has become a learned behavior. ~KeelyPotter, Reading Specialist

Learning Paths

Universal Design

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.

Universal Design

UDL Principles Principal 1: Representation Principal 2:Action and Expression Principal 3:Engagement

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.

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

UDL requires Multiple Means of Representation. Represent Act/Express Engage Multiple Means of Representation Examples:Manipulatives Visual Displays Anticipatory Guides Graphic Organizers Artifacts Videos Music Movement Text Readers

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

UDL requires Multiple Means of Action and Expression. Represent and Act/Express Engage Examples: Thumbs Up/Thumbs Down Gallery Walks Pair/Share Chalkboard/Whiteboard Splash Response Hold-Up Cards Quick Draws Numbered Heads Together Line-Ups

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

UDL requires Multiple Meansof Engagement. Represent Act/Express Engage Examples: Bounce Cards Air Writing Case Studies Role Plays Concept Charades Response Hold-Up Cards Networking Sessions Simulations

With UDL more students are: Achieving Motivated Engaged Learning

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

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

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

Learning about Language What does it say? What does it mean? What does it matter?

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

Activity: WLES Press Release Add approaches or accomplishments from your World Language programs to your cloze media form that highlight UDL principles in action. Connect this information to other content areas from across the curriculum, with a special focus on literacies.

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!

Non–Negotiables for Gifted Learners Gifted Children Vary in Needs and Strengths Mindset of Differentiation in Class, School, LEA Pre-assessment to understand needs and strengths; Flexible Grouping Social and Emotional Needs Addressed Academic and Cognitive Growth Addressed AIG: ALL DAY, EVERY DAY

Serving All is a Process NCDPI Arts Education Literacy Institute 2004

Response to Instruction 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.

Problem-Solving, Data, & Decision-Making Decision making is aided by access to data Providing instruction on a problem-solving model (TIPS) will result in problem solving that is Thorough Logical Efficient Effective Structure of meetings lays foundation for efficiency and effectiveness (Newton et al, 2009)

(Newton et al, 2009) Team Initiated Problem Solving (TIPS) Model Identify Problems (Define & Clarify) Develop Hypothesis Evaluate & Revise Action Plan Collect & Use Data Discuss & Select Solutions Develop & Implement Action Plan Problem SolvingMeeting Foundations

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.

Activity: WLES Press Release Finish with a statement that spotlights the State Board of Education’s mission and goals to graduate globally prepared students. If time allows, brainstorm a list of local media outlets that you could share your press release with for distribution to your community.

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

Part IIProficiency 101 - - - - - - - - - - - - Introduce the Backwards Design Process

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.

Activity: Backwards Design Comic Strip Sort 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. Check your answers using the following slides.

Trip to Target – Frame 1

What is Backwards Design? Click on the Bubbl.us link for our Mindmap: Click on a tab (or tabs) so that you can type in 3 -5 words or phrases that you associate with Backwards Design. As ideas are added, group information and piggyback on what’s being shared.

Backwards Design … relates to a planning sequence for curriculum (Wiggins & McTighe, 1998; Sandrock, 2010): Identify desired results Determine acceptable evidence Plan learning experiences and instruction

Backwards Design Let’s take a look at Backwards Design using the Proficiency 101 Lesson Plan Template

Backwards Design – Step 1Identify Desired Results What is the TARGET? What should students know, understand, and be able to do? “For learning languages, the target is using a new language to interpret, exchange, and present information and ideas” (Sandrock, 2010, p. 11)

Backwards Design – Step 1Identify Desired Results McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 2Determine Acceptable Evidence Think like an assessor, not an activity designer! How will students demonstrate that they have met the target(s) for their proficiency level? Formative assessment Summative assessment

Backwards Design – Step 2Determine Acceptable Evidence Integrated Performance Assessment or IPA Authentic Performance-based Related to the three modes of communication (interpretive, interpersonal, presentational) Integrated Show progress through stages of proficiency “Teaching to the test” but in a positive sense . . .

Backwards Design - Step 3: Plan Learning Experiences & Instruction What learning experiences and instruction will enable learner to achieve the desired results? How will they get to where they’re going?

Proficiency 101 Video As we watch the P101 video, think about how you would answer these questions: What evidence in the video shows that students are hooked? How do the activities in the video prepare the students for the end point? How are the activities in the video tailored for individuals? How is the instruction organized to help students gain deeper understanding?

Activity: Video Jigsaw Questions Each table will discuss their answers to their assigned question: What evidence in the video shows that students are hooked? How do the activities in the video prepare the students for the end point? How are the activities in the video tailored for individuals? How is the instruction organized to help students gain deeper understanding?

Activity: Video Jigsaw Questions 1 person at each table should record the group’s responses onscreen using a Word or Google doc. Now let’s do a Gallery Walk of screens to see the responses.

Part II ReflectionPlease respond to these statements in your Penzu journal.

Part IIIProficiency 101 - - - - - - - - - - - - Review the 3 Communication Modes & Culture linked to Assessment Products

Part III Objectives By the end of Part III, I will be able to: Explain the three modes of communication. Provide examples of assessments for each mode of communication. Describe the components of culture and their impact on lesson and unit design. Explain how the modes of communication and culture are integrated with the three strands.

3 Communication Modes & Culture = 4 WLES ES #1Interpersonal Mode ES #2Interpretive Mode ES #3Presentational Mode ES #4Culture

Activity: Mode Mind Mapping On the Mode Mind Maps around the room, write words, phrases or activities that you associate with each mode of communication: Interpersonal Mode Interpretive Mode Presentational Mode Pick something you wrote or saw on a Mode Mind Map and share your thoughts about it.

Three Modes of Communication

Activity: Venn Diagram with Assessment Products Read the sample assessment slipsand decide which mode of communication is being practiced. Place the assessment slips in the appropriate place on the Venn diagram. Note: Some assessments might incorporate more than one mode of communication. Share out about where you placed 1 assessment slip and why.

Culture’s 3 P’s and Interculturality

Activity: Venn Diagram with Assessment Products Decide with your partner what you would like to do today in Kyoto, Japan and then report your plans to the class. Review the sample assessments in the chart and consider this question: What cultural elements enrich these activities? Practices Products Perspectives Share out with the group.

3 Strands in the WLES CLLConnections to Language & Literacy CODConnections to Other Disciplines CMTCommunities

Activity: Venn Diagram with Assessment Products In one sample assessment,how do students . . . Draw on and build their language and literacy skills? Make connections with other disciplines? Use their knowledge to function well with people from diverse communities? If one of these aspects is not present, how could it be incorporated?

Handout and/or Activity Direct participants to color-coded handout(s) for their program(s) with table showing ES and Strands

3 World Language Programs

Activity: WL Program Analysis Choose one of the program handouts and read through its details about the ES and strands. Discuss your responses to these questions with a partner: What is unique about this program? How will that impact assessment?

Part III ReflectionPlease respond to these statements in your Penzu journal.

Plus/Delta Feedback What worked well? Suggestions for improvement!

Regroup with Plus/Delta Feedback What worked well? Suggestions for improvement!

Brain Break

Part IVProficiency 101 - - - - - - - - - - - - Focus on Spiraling Proficiency Levels & Impact of Formative Assessment

Part IV Objectives By the end of Part IV, I will be able to: Identify the proficiency level targeted in an assessment. Help students use the LinguaFolio® checklists to identify what they need to do to demonstrate performance at the targeted proficiency level.

ACTFL Proficiency Levels

ACTFL Proficiency Levels Advanced (Storyteller) Intermediate (Survivor) Novice (Parrot)

North Carolina Proficiency ExpectationsAlphabetic Languages

North Carolina Proficiency ExpectationsLogographic Languages

North Carolina Proficiency ExpectationsVisual Languages

Proficiency:What Does It Look and Sound Like? ACTFL Proficiency Guidelines 2012 Latest revisions include Distinguished New website with guidelines and samples in English for listening, reading, speaking and writing Samples in target languages coming soon!

Activity: Speaking Proficiency

Activity: COs & Proficiency Levels Find the slips of paper in an envelope on your table that have different sets of Clarifying Objectives (COs). Create a proficiency chart by placing each group of COs under the appropriate mode of communication and at the correct proficiency sublevel. Identify potential evidence from your classroom that would indicate the CO and/or proficiency sublevel.

LinguaFolio® 3 components Biography Passport or Global Profile Dossier 2012-2013 LF Resources Self-assessment checklistsTeacher & Administrator Perspectives

Activity: Learning Scenarios Read each of the 3 scenarios describing the summative, end-of-unit assessments Identify the proficiency level for each scenario: Novice, Intermediate, or Advanced Choose the LinguaFolio self-assessment checklist to match one of the scenarios Decide which LinguaFolio self-assessment checklist statements students might check off because they demonstrate these skills or abilities in the assessment scenario

Learning Scenarios Share Out

Part IV ReflectionPlease respond to these statements in your Penzu journal.

Part VProficiency 101 - - - - - - - - - - - - Leverage the NCWORLDLANG Social Bookmark to Share Resources Statewide

Part V Objectives By the end of Part V, I will be able to: Describe how a social bookmark works as a collaboration tool for educators. Explain the common WLES tags that will be used to support the implementation of the standards. Understand how to tag an online resource for inclusion in the World Language Online Teacher Handbooks.

Social Bookmarks Online collection of favorites or bookmarked websites Accessible 24/7 with Internet connection Open to additions using common set of tags

WLES Social Bookmark: NCWORLDLANG Common Tags categorized by: Essential Standard World Language Program Proficiency Sublevel

Activity: Tagging Together Choose a partner or small group so that 1 computer can be used. Explore the NCWORLDLANG Delicious site, noting the common tags. Go online and tag one or more sites for NCWORLDLANG.

Part V ReflectionPlease respond to these statements in your Penzu journal.

Part VIProficiency 101 - - - - - - - - - - - - Investigate Different Types of Proficiency-Based Assessment

Part VI Objectives By the end of Part VI, I will be able to: Explain the different types of assessment. Describe the components of an Integrated Performance Assessment (IPA). Use the MAP Game to generate assessments for world language courses.

ACTFL Proficiency Levels Advanced – Paragraph Level Narrate and describe in past, present and future and deal effectively with an unanticipated complication Intermediate – Sentence Level Create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions Novice – Word Level Communicate minimallywith formulaic and roteutterances, lists and phrases

Activity: Assessment Stoplights Look around the room at the 6 stoplight posters, each with an assessment concept. Place a sticker on each poster next to the appropriate colored light to indicate your understanding and comfort level with that concept. RedNot yet familiar Yellow Somewhat familiar but may need support before explaining to others GreenVery familiar and can explain to others

Basing Assessments on Standards “ Starting with the standards, with the ends in mind, turns traditional unit planning upside down.” (Sandrock, p. 5)

21st Century Skills Map for World Languages

Preliminary Vocabulary Assessment: Demonstration of learning through an activity or task Evaluation: Judgment on mastery of objectives by using a rubric Grading: Compilation of numbers to arrive at a grade

Classroom Assessments Formative Assessment Summative Assessment Periodic or after the end of instruction Graded Product Evaluative feedback Assessment OF learning to assess students’ achievement of learning goals Ongoing or continuous during instruction NOT graded Process Descriptive feedback Assessment FOR learning to gauge students’ progress towards learning goals

Formative Assessments Description World Language Examples Questions & Discussions Comprehension checks Admit and Exit Slips Individual Feedback Conferences Student Self-Assessment LinguaFolio® Biography Dossier Passport/Global Profile Ongoing or continuous during instruction NOT graded Process Descriptive feedback Assessment FOR learning to gauge students’ progress towards learning goals

Summative Assessments Description World Language Examples Classroom assessments Quizzes, unit tests, final exams Performance tasks or projects Commercial assessments like AAPPL, SLPI, SOPA, STAMP Exams from other countries: DELE, DELF, DSD, HSK Non-profits: AP, IB, SAT II tests National Language Exams from professional organizations Periodic or after the end of instruction Graded Product Evaluative feedback Assessment OF learning to assess students’ achievement of learning goals

Summative Assessment Options World Language Examples In progress . . . Classroom assessments Quizzes, unit tests, final exams Performance tasks or projects Commercial assessments like AAPPL, SLPI, SOPA, STAMP Exams from other countries: DELE, DELF, DSD, HSK Non-profits: AP, IB, SAT II National Language Exams from professional organizations

Summative Assessment Options Integrated Performance Assessments (IPA) using proficiency-based rubrics Proficiency 101 Materials Measures of Student Learning (MSL) Assessment Examples (AE) Drafted during WLES writing with work ongoing NC State TOPS partnership SPAR activity from Spring RESA Sessions

Think-Pair-Share Activity: Turning a New Light on Assessment Read an excerpt from the Van Houten article Pair with a partner/group to summarize (on chart paper) one of the types of assessment Draw a non-verbal representation Share at least two examples

Variety of Assessments

Assessment Drives Instruction 3 Tools for Success Understanding of proficiency levels for students Knowing how to use rubrics efficiently Providing descriptive feedback for/from students to adapt instruction

Formative Assessment Process

Do you NC FALCON?

Roadmap for Performance Assessment Tasks

Integrated Performance Assessment (IPA) Authentic Performance-based Related to the three modes of communication (interpretive, interpersonal, presentational) Integrated Show progress through stages of proficiency “Teaching to the test” but in a positive sense . . .

IPA: A Cyclical Approach

Preparing Students for Novice Level Interpretive Tasks Various ways to assess (reading, listening, viewing) Teach strategies for understanding Use context clues Repeat, Repeat, Repeat Listen for key words Make predictions about the text Types of authentic texts Short texts (Lists, simple sentences, etc.) Commercials Texts that include visual clues

Preparing Students forIntermediate Level Interpretive Tasks Teach strategies for understanding Main ideas Supporting details Types of authentic texts Narratives, simple stories, routine correspondence Information-packed texts in predictable order of information Simple sentences to paragraph-like text High interest topics about the target culture(s)

Preparing Students forAdvanced Level Interpretive Tasks Teach strategies for understanding Main ideas and supporting details Word and concept inferences Identification of author/cultural perspectives Identification of organizing principles of text Authentic texts Longer and more complex discourse Stories, narratives, social correspondence (involving past, present, and future) Topics of professional and personal interest Fiction and non-fiction with wide variety of topics from target culture(s)

Preparing Students for Interpersonal Tasks Use various assessments (videotaping, journaling, texting) Prepare students to engage in natural conversation and wean off scripts Provide warm-up activities that include dialogue Give pre-thinking exercises Model constantly (teacher interaction, video clips) Differentiate groups (based on proficiency level) Integrate opportunity for students to speak freely with peers in target language (without pressure of evaluation)

Preparing Students for Presentational Tasks Use various ways to assess (speaking, writing, debating, reporting) Encourage the use of the writing process (draft, revise, publish) to self-assess Encourage peer evaluation with structure and/or monitoring from teacher Provide feedback to students based on message NOT accuracy

Good learning tasks ARE effective formative assessments

Activity: MAP Game Watch the video about how to play the MAP Game – Phase 1 Choose a partner for Phase 1 and play the MAP Game Discuss how this might be used in local PD Learn about Phases 2, 3 and 4

Part VI ReflectionPlease respond to these statements in your Penzu journal.

Proficiency 101 - - - - - - - - - - - - Day 1 Wrap-up & Homework

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.

Homework:Self-Assessment Reflection Log Using your “I can” reflections from Day 1, write 1-3 paragraphs in your Penzu journal describing your current comfort level with our overall objectives: Understanding the 8 proficiency levels in the World Language Essential Standards. Teaching to build proficiency. Assessing proficiency, formatively and summatively, in the classroom.

Homework:Reading & Survey on Rubrics Read the excerpt on proficiency-based rubrics from the Sandrock book. Respond to the reading questions using the Google Form at xxxxxxx by 8:30 a.m. tomorrow.

Plus/Delta Feedback What worked well? Suggestions for improvement!

World LanguageContent Session- - - - - - - - - - - - Proficiency 101

Regroup with Feedback & MAP Game What worked well? Suggestions for improvement!

Homework:Self-Assessment Reflection Log Using your “I can” reflections from Day 1, write 1-3 paragraphs in your Penzu journal describing your current comfort level with our overall objectives: Understanding the 8 proficiency levels in the World Language Essential Standards. Teaching to build proficiency. Assessing proficiency, formatively and summatively, in the classroom.

Homework Analysis

Part VIIProficiency 101 - - - - - - - - - - - - Introduce Proficiency-Based Prompts & Rubrics

Part VII Objectives By the end of Part VII, I will be able to: Describe how proficiency-based rubrics need to be constructed. Explain how to score student work using a proficiency-based rubric.

Quick Review of Modes:Match Characteristics to Mode(s)

Activity: Matching Tasks with Proficiency Levels Check for Understanding Read the tasks on the next slide and imagine what learners would do for each one. Identify the targeted proficiency level for each task.

Check for Understanding Identify the proficiency level targeted with each of the following tasks:

Check for Understanding Check your responses

Check for Understanding

Providing Feedback to Build Proficiency How well does the feedback showcase what students can do well and what they need to work on to improve? How well does the feedback mechanism guide students to give their best performance (rather than just enough to get by, or to get an “A”)?

Providing Feedback to Build Proficiency What counts in evaluation? Grammatical accuracy Vocabulary choice Translation of words Pronunciation Answer: Depends on the Mode

Activity: Mode Sort Read the Mode Sort cards with your table group. Sort them using this chart:

Crafting Rubrics Many options available Commercially Open source Teacher-created Let’s take a look . . .

Rubric for Scored Discussion

Rubric for Feedback Checklist

Activity: Presentational Writing Assessment Practice Read these two letters written by students from abroad who are writing to introduce themselves to a potential host family. Discuss these questions to prepare to provide feedback to help these students improve their performance: What impression does each letter make? How would you provide feedback to each student to help him or her improve? What counts?

Rubric DOs and DON’Ts Place the rubric elements (on slips in the envelope at your table) into the following columns to indicate if they should be part of the rubric for the Presentational Writing Assessment

Crafting Rubrics Take out the non-negotiables Don’t just count It’s not about quantity; it’s quality! Provide clear descriptors Push students’ performance toward the next level (show what they could do)

Converting Rubrics to a Grade

Converting Rubrics to a Grade Let’s do the math! Four elements with a 3 – 2 – 1 scale: All 2s = 8/12 or 66.67% or a D Instead, begin with a completed product (language sample) at 50% and then add the rubric points as the quality: All 2s = 66% of other 50% = 33.35 Added to base 50% = 83.5 or a B

Part VII ReflectionPlease respond to these statements in your Penzu journal.

Plan Local PD & Share Out- - - - - - - - - - - - Proficiency 101

Activity: WLES Wiki for Sharinghttp://wlnces.ncdpi.wikispaces.net

World LanguageContent Session- - - - - - - - - - - - Wrap-up & Next Steps

Curriculum & InstructionWorld Languages Helga FascianoSection Chief of K-12 Program AreasHelga.Fasciano@dpi.nc.gov919-807-3864 Ann Marie GunterWorld Language ConsultantAnn.Gunter@dpi.nc.gov919-807-3865 NCDPIWorld Languages websitehttp://seclang.ncwiseowl.org/

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