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Using the JCPS World Language Learning Materials

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Our Learning Target I can use unit assessments and accompanying rubric to show students have met the Kentucky Standard for World Language Proficiency. 1. I can access the JCPS World Language Documents and use them in my classroom. 2. I can use the JCPS World Language Rubric to evaluate student work.

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

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JCPS Documents on the Web JCPS World Language Assessment Documents http://bit.ly/qYZOVr My SkyDrive http://bit.ly/pimsS0

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Learner Profile: Beginning Language (Year 1) 1 st Semester

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Learner Profile: Developing Language (Year 2) 1 st Semester

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Learner Profile: Expanding Language (Year 3) 1 st Semester

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Beginning Language Presentational Writing Assessment

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

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Beginning Language Presentational Writing Assessment

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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.

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Our Learning Target I can use unit assessments and accompanying rubric to show students have met the Kentucky Standard for World Language Proficiency. 1. I can access the JCPS World Language Documents and use them in my classroom. 2. I can use the JCPS World Language Rubric to evaluate student work.

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E-mail and Links Alice Spagnola alice.spagnola@jefferson.kyschools.us alice.spagnola@jefferson.kyschools.us JCPS World Language Assessment Documents http://bit.ly/qYZOVr My SkyDrive http://bit.ly/pimsS0

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What have JCPS teachers learned to do to ensure student success? Focus on Plan to reach Assess students according to Proficiency Targets

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What are the JCPS targets? LevelLanguage Target Beginning Language 1 st TermNovice Mid Beginning Language 2 nd TermNovice High Developing Language 1 st TermNovice High Developing Language 2 nd TermIntermediate Low Expanding LanguageIntermediate Mid

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Proficiency Levels

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Some rights reserved by Janrito KaramazovSome rights reservedJanrito Karamazov What's proficiency?

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Proficiency is not

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Proficiency 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.

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Proficiency 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.

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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.

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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).

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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.

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Proficiency is likePizza Novice Superior Advanced Intermediate

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Proficiency Levels - Novice I can use 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.

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Novice Writing Sample Because 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, 1993 Whats going on in the sample? Writer can use simple simple structure and familiar vocabulary to express basis autobiographical information Sentences are short; consist mainly of memorized material that writer cannot use creatively yet No attempt to connect sentences to create more cohesion Writing has a number of inaccuracies

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Proficiency Levels - Intermediate I can use 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 conversation ask 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.

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Intermediate Writing Sample The 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 from Teaching Language in Context Workbook, Elizabeth Rieken, Heinle & Heinle Publishers, 1993 Whats going on in the sample? Some evidence of conscious organization but little cohesion Writer has gone beyond memorized material, creating sentences to form a simple narrative Present tense not fully controlled; past tense beginning to emerge Vocabulary is limited and many syntactic errors Native speaker used to dealing with foreigners could get the gist