Say what?

From Toolkit to Treasure ChestUsing the JCPS World Language Learning MaterialsLearning TargetI can use unit assessments and accompanying rubric to show students have met the Kentucky Standard for World Language Proficiency.Our Learning TargetI can use unit assessments and accompanying rubric to show students have met the Kentucky Standard for World Language Proficiency.

I can access the JCPS World Language Documents and use them in my classroom.I can use the JCPS World Language Rubric to evaluate student work.

Accessing the JCPS World Language DocumentsLearning Target:

I can access the JCPS World Language Documents and use them in my classroom.

JCPS Documents on the WebJCPS World Language Assessment Documentshttp://bit.ly/qYZOVr

My SkyDrivehttp://bit.ly/pimsS0

LearnerProfile:

Beginning Language(Year 1) 1st Semester

LearnerProfile:

Developing Language(Year 2) 1st Semester

LearnerProfile:

Expanding Language(Year 3) 1st Semester

Beginning Language Presentational Writing Assessment

Beginning LanguagePresentational Writing Assessment

Using the RubricLearning Target

I can use the JCPS World Language Rubric to evaluate student work.

Beginning LanguagePresentational Writing Assessment

How would you rate these?Hi. Im Liz. Im 16 years old. Im from Antarctica. My phone is 938-4093. My birthday is April 4. Goodbye.

Hey, my name is Liz. Im 16 and my birthday is April 4. My telephone number is 938-4093. Whats your name? Goodbye.

Hi. Me Liz. 16 years. I am from Antarctica. 938-4093. Birthday 4 april. By.

Questions?Our Learning TargetI can use unit assessments and accompanying rubric to show students have met the Kentucky Standard for World Language Proficiency.

I can access the JCPS World Language Documents and use them in my classroom.I can use the JCPS World Language Rubric to evaluate student work.

E-mail and LinksAlice Spagnolaalice.spagnola@jefferson.kyschools.us

JCPS World Language Assessment Documentshttp://bit.ly/qYZOVr

My SkyDrivehttp://bit.ly/pimsS0

What have JCPS teachers learned to do to ensure student success?Focus onPlan to reachAssess students according toProficiency TargetsWhat are the JCPS targets?LevelLanguage TargetBeginning Language 1st TermNovice MidBeginning Language 2nd TermNovice HighDeveloping Language 1st TermNovice HighDeveloping Language 2nd TermIntermediate LowExpanding Language Intermediate MidProficiency Levels

What does proficiency mean?

Some rights reservedbyJanrito KaramazovWhat's proficiency?

Proficiency is notProficiency is likePizza

You start eating at the point of the pizza and theres really not much there. As you eat more there is more and more cheese (and toppings*) for you to eat, until finally you get to the crust and not everyone eats that.

*All people dont eat the same toppings.Confused? Lets break it downProficiency is likePizza

You start eating at the point of the pizza and theres really not much there.

When you start learning a language theres very little you can do with the language because theres not much there.Proficiency is likePizza

The farther up the pizza slice you eat, the more there is to eat.

The more language you learn, the more you can do with the language.Proficiency is likePizza

Some people eat the crust and some dont.

Some people speak language at the superior level, and some never achieve that (even in their native language).Proficiency is likePizza

Some people eat a cheese pizza, others eat pepperoni, while others eat only veggies, and thats ok.

When it comes to learning a language, not everyone learns the same vocabulary, and thats ok, too.Proficiency is likePizza

NoviceSuperiorAdvancedIntermediateProficiency Levels - NoviceI canuse words to provide basic information.use lists of words, memorized phrases and occasionally a short sentence when I respond to simple questions.be understood with difficulty by someone accustomed to a language learner.Novice Writing SampleBecause me want the learn at America. I come to America by airplane. My granmather go to the America very longtime. I come with my granmather and my father. I come to America. Me see the America. America is the beautiful. But me miss the Thailand and my mather. I learn for future.

Taken from Teaching Language in Context Workbook,Elizabeth Rieken, Heinle & Heinle Publishers, 1993Whats going on in the sample?Writer can use simple simple structure and familiar vocabulary to express basis autobiographical informationSentences are short; consist mainly of memorized material that writer cannot use creatively yetNo attempt to connect sentences to create more cohesionWriting has a number of inaccuracies35Proficiency Levels - IntermediateI canuse words and expressions from topics related to daily activities and personal environment.use simple sentences and strings/series of sentences, mostly in present tense with occasional past and future usage when I:participate in a conversationask and answer questions participate in a transactional situation (ex. ordering food, buying clothes, getting tickets)easily be understood by someone accustomed to a language learner.Intermediate Writing SampleThe task was to write about what the student would do if he or she were the parent of a student who was in trouble at school for fighting and lying.If I am the parentfirst thing I dont get madbecause the boys 5 or 6 years old is not a crazy. he just want a fun. I try to find out the answer. Why he make that story and tell him you mabe that story is wrong. You cant do that again.

Taken fromTeaching Language in Context Workbook,Elizabeth Rieken, Heinle & Heinle Publishers, 1993Whats going on in the sample?Some evidence of conscious organization but little cohesionWriter has gone beyond memorized material, creating sentences to form a simple narrativePresent tense not fully controlled; past tense beginning to emergeVocabulary is limited and many syntactic errorsNative speaker used to dealing with foreigners could get the gist