Day 3 Goals

A. Participants will demonstrate practical understanding of:

1. Lesson plan design (reconstructing)2. Foreign Language National Standards (Illustrating)3. Principals of Second Language Acquisition (Identifying)4. Performance Guidelines and three modes of

communication (applying)

B. Participants will get familiarized with different assessment tools

C. Participants will identify and match French Impressionist

D. Participants will interpret and apply the proficiency stages in the language learning continuum.

 AGENDA

1. Welcome back! – BOARD GAME- (Groups of page 2

2. Review: The lesson plan ( Teams) page 3-17

3. Review: JEOPARDY - (Two teams) page 18

4. What makes us successful teachers? THE SURVEY SAYS... page 19-20

5. With a partner: Definitions page 21

6. 10 ways to demonstrate learning page 21a

7. Assessment protocols page 22-23

8. Key components of Oral and Written Assessments page 24

9. Procedures for constructing Reading and Listening tests page 25-26

10. Assessment: Sentences! Sentences! page 27

11. Assessment: GALLERY WALK page 28-29

12. Small Group Assessment Development: The piano Clock page 32-36

13. Practical Consideration About Assessment page 39

14, Reflections page39

14. California Framework- JIGSAW Proficiency levels page 42-58

15. HOMEWORK:

Prepare your COMPREHENSIBLE INPUT part of a lesson

Read article: Designing Scoring Rubrics for Your Classroom

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Page 6 Page 17Page 5Page 10-11

Page 8-9Page 12 Page 15-16

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Today's Categories:  Foreign Language National Standards

The CBI 5 step Lesson Plan

Performance Guidelines

Three modes of Communication

Principles of SLA

JEOPARDY

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What makes us successful language teachers

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USING GAMES IN CLASS: REFLECTION 1. How could I use BOARD GAMES in my class to promote learning? What skills would students be using?  

 2. How could I use JEOPARDY GAMES in my class to promote learning? What skills would students be using? 

 

 

1. How could I use FAMILY FEUD GAMES in my class to promote learning? What skills would students be using? 

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DEFINITIONS Define the word " ______________";     Define the word " ________________";

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test

assessment

DEFINITIONS Define the word " ______________"; 

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test

Tests measure academic knowledge. Examples are true/false, the multiple choice questions, grammar tests, math problems, etc.

Tests measure what a student should know in comparison to other students at the same grade level. They are ‘norm referenced’ against a body of knowledge

DEFINITIONS Define the word " ________________";

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assessment

Assessments do not test a given body of knowledge at a given stage. They are ‘criterion based’ with the criteria being a set of behavioral outcomes and the processes used to attain those outcomes.

They are presented in different ways to different classrooms of students who ‘learn’ in different ways.

10 Ways Language Learners can

Demonstrate Learning 

1.

2.

3.

4.

5.

Portfolios

Scrapbooks

Interviews

Phone call to teacher

Skits/charades

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10 Ways Language Learners can

Demonstrate Learning 

6.

7.

8.

9.

10.

Dialogues/conversations

Projects (videos, shows, books)

Writing samples

Storyboards

Tests/exams

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ASSESSMENT PROTOCOLS 

1.DISCRETE POINTSFocus on language details and recall of facts:

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True/false

Matching

Multiple choice

Fill in blanks

Vocabulary/grammar

2. INTEGRATIVEFocus on student control of the language to expand mastery through combining prior and current learning via listening, reading, speaking, writing, and viewing:

ASSESSMENT PROTOCOLS

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Cloze

Dictation

Writing

Interviews/polls

Summaries

3. PROMPTEDFocus on the use of manipulatives, visuals, and realia to stimulate language production:

ASSESSMENT PROTOCOLS

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COCI (Classroom Oral Competency Interview) CWCA (Classroom Writing Competency Assessment)

A/B pictures

Story boards/posters

Flash cards

4. PERFORMANCEFocus on demonstration, negotiation, interaction, and coping with uncertainties:

ASSESSMENT PROTOCOLS

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Problem solving “games” or info gap act.

Group discussions

Classroom presentations

Reaching Consesus

Role-playing

 5. CREATIVEFocus on individual or group product, reflection, and exposition:

ASSESSMENT PROTOCOLS

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Cultural Expeditions and presentations

Projects (radio, broadcasts, podcasts)

Skits

Puppet shows

Videos

6. SUMMATIVEFocus on language acquisition over time:

ASSESSMENT PROTOCOLS

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Flosem

Student Portfolios

Dairies/journals

Student books

7. OPEN-ENDEDFocus on non-specified responses, varied contexts and contents, broad range of appropriate responses:

ASSESSMENT PROTOCOLS

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Computer based research

Student constructed tests

“Instruction” by students

Descriptions using pictures

Situation role play

Key components for Oral and Written Assessment

Comprehensibility:How well are students understood by others?

ComprehensionHow well do students understand others?

Language Control:How accurate is their language?

Vocabulary Use:How extensive and appropriate is their vocabulary?

Communication Strategies:How do they maintain communication?

Cultural Awareness:How is their cultural understanding reflected in their communication with others?

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PROCEDURES FOR CONSTRUCTINGREADING/LISTENING TESTS

 1. Establish purpose for testing. 

achievement short quiz(norm-referenced)

 prochievementunit test(norm-referenced) mid-term final

 proficiency placement(criterion-referenced) exit (requirement for majors/minors;

tool) 2. Decide what type of test is most appropriate for the purpose. 

teacher-made testtextbook teststandardized test

 3. Select passages. 

authentic or simulated (representing the real world of reading/listening)appropriate lengthappropriate level of difficultyrelevant/interesting

 4. Provide a context (to orient readers/listeners about what is coming). Provide a setting, especially for listening (“You are about to hear a weather forecast.”) develop one context for the whole test (e.g., “All the things Dan, an American student, hears during the course of one day in Seoul.”)

SENTENCES, SENTENCES, SENTENCES! If you want your students to practice communicating in the dreaded “COMPLETE SENTENCE”, try this technique which gives students a logical and natural way to write or speak in complete sentences. In natural speech, statements and answers are often single words or phrases. Questions, however, are almost always framed as complete sentences. So, give students an ANSWER and ask them to write a logical question.Enjoy the variety of questions your students will ask.Match a question with an answer.Ask students to create their own answers to share with a partner or in groups. HERE ARE A FEW ANSWERS. WRITE AN APPROPRIATE QUESTION FOR EACH “15 minutes.”“Red”“Because I said so!”“At home.”“Trust me!”“Friday, before school.”“Fried fish.”“$1.95”“Very exciting!“Never”“Austria and Switzerland.”“I am!”“Clear off your desks, please.”“An F”“My grandparents.” 28

ART EXHIBIT CAROUSEL and GALLERY WALK

Working with main ideas, details and lots and lots of ART!

French Impressionism 

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The Piano Clock GOALS and STANDARDS:

COMMUNICATION:Standards: 1.1 c, e, f, g / 1.2 a, c, e, f / 1.3 b, d, e

COMPARISONS:Standards: 4.1 b, c

PRACTICAL CONSIDERATIONS ABOUT ASSESSMENT

•Give advance notice

•Plan ahead for possible conflicts

•Have an alternative test form ready

•Know what you will do about cheating and tell the class

•Be aware of the amount of time to take the test AND to correct the test

•Give clear directions, in English if necessary

PRACTICAL CONSIDERATIONS ABOUT ASSESSMENT

 Allow no distractions on the desks or in the room

Be sure the test will be ready on test day

Keep all the test materials in a secure place

If using equipment, be sure it works

If using rubrics, explain them to the class before the test 

Do not let standardized tests leave the room

REFLECTIONS  1.How do you use the results of an assessment?    2. How do the students use and/or benefit from an assessment? 

Language Learning ContinuumStages of Students’ Progress

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STAGE I(FORMULAIC)Learners comprehend and produce (functions) memorized words and phrases (text-types) dealing with discrete elements of daily life (content) in highly predictable common daily settings (contexts/accuracy).

4.Language users are able to list the articles of clothing to be cleaned in a note left to hotel staff.

6. Language users are able to identify memorized words and phrases in a radio weather report and dress appropriately.

STAGE II (CREATE)Learners comprehend and produce (functions) sentences and strings of sentences (text-types) dealing with topics related to self, the immediate environment, survival/courtesy

(content) in some informal transactional settings (contexts/accuracy).

1. Language users are able to determine the overall meaning of a letter and identify some supporting details in order to plan a response.

8. Language users are able to ask and answer questions dealing with simple personal information when presented to a friend of a target-culture host.

STAGE III (PLANNED)Learners comprehend and produce (functions) oral and written paragraphs and strings of paragraphs (text-types) dealing with concrete and factual topics of public interest (content) in most

informal and some formal settings (contexts/accuracy).

2. Language users are able to write a short letter to a sponsoring agency describing their stay in the host country and explaining the benefits they derived from their visit.

7. Language users are able to understand the main ideas and most supporting details of a newspaper report that is having an impact on the individuals with which they are interacting.

STAGE IV (EXTENDED)Learners comprehend and produce (functions) oral and written essays (text-types) dealing with unfamiliar, abstract, practical, social and professional topics (content) in most formal and

informal settings and problem situations (contexts/accuracy).

3. Language users are able to present and support an opinion about a stand taken by the United States that will negatively affect individuals of the target culture.

5. Language users are able to understand the ideas and most supporting details of a variety of target-culture literary texts recommended to them by a member of the target culture.