Building students’ literacy skills

BUILDING STUDENTS’ LITERACY SKILLS

Rosanne Zeppieri Teaching World Languages: Elementary

Guiding DocumentsNational/State Standards:

What teachers are expected to teach

What students are expected to learn

Same expectations for all students

ACTFL Proficiency Guidelines How well students

are expected to perform in the target language

Means of assessing and rating degrees of ability in a language

Rating Student Speech Samples Novice Speaker

Words, chunks, a high frequency expressions

Creates some simple sentences by recombining familiar expressions

Generally reactive – answers rather than asks questions

May need repetition and slower speech May revert to English when stuck

Rating Student Speech Samples Intermediate Speaker

Simple sentence-level communication (strings of sentences with few connectors)

Asks and answers questions Uses primarily present tense with a degree

of accuracy Is able to speak on topics related to self,

family, friends, school May resort to English

Rating Student Speech Samples Advanced Speaker

Handles with ease and confidence concrete topics of personal and general interest and some academic topics.

Narrates and describes successfully. Connects sentences smoothly, and organizes speech

into paragraphs using connectors such as first, next, finally, etc.

Demonstrates control of present, past, and future time frames

Some inaccuracies remain Understood by native speakers of the target language

“Knowing how, when, and why to say what to whom”

Consortium for Assessing Performance Standards (CAPS)

A database of assessment tasks that are products from teachers in four New Jersey school districts

Work for this project was funded by a Foreign Language Assistance Program grant that was awarded in September, 2003

http://flenj.org

Student Oral Proficiency Assessment (SOPA)

Developed by the Center for Applied Linguistics (CAL)

Designed to allow young students to demonstrate their highest level of performance in oral fluency, grammar, vocabulary, and listening comprehension.

Designed for children who are learning a foreign language in a school setting, the SOPA includes hands-on activities and is conducted entirely in the foreign language. The focus of the interview is to determine what the students can do with the language.

The SOPA Interview

Literacy Development

Focus on building students’ oral language base

Focus on providing a foundation for literacy in the second language

Focus on surfacing/building students’ background knowledge

Focus on comprehension strategies before, during, after reading

Strategies Storytelling

Total Physical Response (TPR)/TPR Storytelling

http://www.youtube.com/watch?v=KmfnrYerYbY

Language Experience Stories Gouin Series

Shared Reading Big Books

Storytelling

Rebecca Wang uses props, body language, and song to make an authentic Chinese story and its concepts comprehensible for new learners.View Online

Questions to Consider• What were Rebecca’s objectives?

Linguistic functionsContentCulture

• Which standards were reflected in the lesson?

• Which modes of communication did the teacher address?

• How did the instructor scaffold new material for the story?

• What evidence do you see that the students understood the story?

Lesson PlanUnit Title/Theme: Lesson Title:NJCCCS: Grade/Targeted Proficiency

LevelLesson Objectives:• Language• Content• Culture

Lesson Overview:

Summative Assessment: Formative Assessments:

Learning PlanHook: (How will you engage students in the learning?}

Lesson Agenda: (Learning tasks)

Closure: (Summarization/Reflection on learning)

Classroom Activities to Scaffold Learning

Labeling Concentration Flyswatters Story Map Glogster.com http://mari1017.e

du.glogster.com/glog-4362-3540/

Wordle.net

Readers’ and Writers’ Workshop

http://bcove.me/zmmwihwu

Link to Prior LearningMini LessonActive Engagement Independent Reading or WritingConferringSharing

Journal Reflection

What can world languages teachers learn from the philosophy and protocols of

Reader’s and Writer’s Workshop?

How might the workshop model and strategies build language proficiency and

aid in literacy development?

Closure

Write 3 new ideas you learned this week.

Write 1 question that you have about the learning this week.