What Does Our WL Curriculum Mean

8/3/2019 What Does Our WL Curriculum Mean

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Colorado Academic World Languages Standards-4 CsWhat do the 2010 Colorado Academic Standards-the 4 Cs mean in the classroom?

1. Communication: Communication in Languages Other Than English1.1 Interpersonal mode:Engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions

1.2 Interpretive mode:

Understand and interpret written and spoken language on a variety of topics1.3 Presentational mode:

Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics

2. Cultures: Knowledge and Understanding of Other Cultures2.1 Cultural practices and perspectives:

Demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied2.2 Cultural products and perspectives:

Demonstrate an understanding of the relationship between the products and perspectives of the cultures studied

3. Connections: Connections with Other Disciplines and Information Acquisition3.1 Connections to other disciplines:

Reinforce and further knowledge of other disciplines through the foreign language

3.2 Acquiring new information:Acquire information and recognize the distinct viewpoints that are only available through the foreign language

and its cultures.

4. Comparisons: Comparisons to Develop Insight into the Nature of Language and Culture4.1 Language comparisons:

Demonstrate understanding of the nature of language through comparisons of the language studied and their

own4.2 Cultural comparisons:

Demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own


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So what do the standards mean?Standard 1: Communication

1.1 Students listen and respond, engage in conversations, provide and obtain information, express feelings, emotions and

preferences, and exchange opinions. (Interpersonal)

The person-to-person communication standard identifies the content and range of skills that students demonstrate when they exchange

information with another person. In person-to-person communication students demonstrate their ability to initiate, sustain, and close a

conversation or an interactive written communication. This standard focuses on the skills that students need to develop in order to

maintain an interactive communication with another person.

Standard 1: Communication1.2 Students understand and interpret written and spoken language on a variety of topics when listening, writing, and viewing

(Interpretive)

The comprehension and interpretation of written or oral communication is the second communication standard within the range o f

skills that students develop to demonstrate communicative competence. The ability to understand spoken and written language is

indicated by the level of comprehension of a text and the interpretation of other visual and auditory cues given by the speaker or

writer. This standard is one-way communication and focuses on what students can comprehend.

1.3 Students present information, concepts, and ideas to listeners or readers on a variety of topics. (Presentational)

This standard focusing on communicative competence centers on the ability of a student to present information to an audience either

orally or in writing. This set of skills calls for the student to be able to organize thoughts and deliver presentations to a variety of

audiences. These skills involve mostly prepared presentations.

Standard 2: Cultures2.1 Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures studied.

Understanding the culture of the speakers of the language is an integral part of learning a language. Students demonstrate their

understanding of the links between language and culture by developing an understanding of the perspectives or viewpoints and

practices of the culture(s). The in-depth understanding of these elements of culture improves the students ability to interact

appropriately with native speakers of the language and to function successfully within that cultural setting.

2.2 Students demonstrate an understanding of the relationship between products and perspectives of the cultures studied.

Understanding the culture of the speakers of the language is an integral part of learning a language. Students demonstrate their

understanding of the link between language and culture by developing an understanding of the perspectives or viewpoints and

products of the culture(s). The in-depth understanding of these elements of culture improves the students ability to interact

appropriately with native speakers of the language and to function successfully within that cultural setting.

Standard 3: Connections3.1 Students reinforce and further their knowledge of other disciplines through the foreign language.

The topics addressed in the world language classroom provide an opportunity for students to connect information about the language

and its culture(s) they are learning with concepts studied in other subject areas. This reinforcement of curricular concepts increases

students in-depth understanding of the total curriculum.

3.2 Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language

and its cultures.

Students are able to enhance their knowledge of other subject areas by accessing additional information available to them in the

foreign language. This enhancement of curricular concepts increases students in-depth understanding of the total curriculum.

Standard 4: Comparisons

4.1 Students demonstrate understanding of the nature of language through comparisons of the language studied and their

own.The process of language learning causes students to reflect on their own language in a way that increases their understanding of the

nature of language in general and of elements of their native language and culture. Students increase their own skills in their native

language as they make comparisons between the foreign language and their own. The insight students develop into the way their own

culture is reflected in language helps them increase their awareness and openness to people who speak other languages and have

different worldviews.

4.2 Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

The insight students develop into their own culture helps them to increase their awareness and openness to people who speak o ther

languages and who may view the world from a different perspective.


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Unlike other Colorado Academic Content Standards areas, the world languages standard is benchmarked byproficiency levels, rather than grade levels. The development of these proficiency levels was informed by theAmerican Council on the Teaching of Foreign Languages (ACTFL) Performance Guidelines for K-12 Learners

(ACTFL, 1998), theACTFL Proficiency GuidelinesSpeaking (ACTFL, 1999), and theACTFL Proficiency

GuidelinesWriting (ACTFL, 2001).

Ranges-PreK-13 Ranges: What students are able to know, understand and be able to do? (Resources:

ACTFL Proficiency Guidelines/ACTFL Performance Guidelines)

Targeted proficiency ranges for TSD classes Elementary programs-Novice-Low (approaching Novice-Mid at Truscott and Coyote Ridge) 6th grade-Novice Low (approaching Novice-Mid) Levels 1A, 1B, Level 1-Novice-Mid Level 2-Novice-Mid (approaching Novice-High) Level 3: Novice-High (approaching Intermediate-Low) Level 4: Intermediate Low Level 5 (AP/IB) Intermediate-Mid

Language Characteristics by Levels

Here are four primary proficiency levels as defined by theAmerican Council on the Teaching of ForeignLanguages, Novice, Intermediate, Advanced, Superior. With the exception of "Superior", each level is dividedinto three sublevels

The following is a brief list of characteristics of learner language production at various levels. These

characteristics will be very important when creating presentational writing prompts based on works of art.

Novice Low - identify with lists, produce isolated words, repeat memorized items Novice Mid - identify with phrases, combine words, express ideas with simple phrases and expressions Novice High - describe with phrases, identify with short sentences in present time frame Intermediate Low - describe with sentences, use strings of sentences, express own thoughts in single

time frame

Intermediate Mid - describe with strings of sentences, combine time frames, create with language Intermediate High - write paragraph-length texts, combine of time frames, use limited idiomatic

expressions

Advanced Low - describe and narrate in paragraph and longer-length texts, combine time frame
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The Colorado World Languages Academic Standards levels are summarily reflected in the following

proficiency range statements:

Novice-Low Range: Students communicate using isolated words and some high-frequency phrases withvery limited communicative ability.

Novice-Mid Range: Students communicate using memorized words and phrases to talk about familiartopics related to school, home, and the community. Students are able to speak and write using shortsentences that contain learned words and phrases. They are able to understand the target language when

it is spoken in short, simple phrases and sentences and contain many cognates and memorized phrasesand words.. They are able to read very brief texts with comprehension based on basic common themessuch as family, school, activities, etc. . Comprehension is further enhanced when the spoken language

and written text are supported by visual cues and gestures.

Novice-High Range: Students communicate using words, lists, and simple sentences to ask and answerquestions, to handle simple transactions related to everyday life, and to talk about subject matter studiedin other classes. Students are able to speak and write using short sentences that contain learned words

and phrases. They are able to understand the target language when it is spoken in short, simple phrases

and sentences. They are able to read brief texts with comprehension. Comprehension is further enhanced

when the spoken language and written text are supported by visual cues and gestures.

Intermediate-Low Range: Students communicate using simple sentences to ask and answer questions,to handle simple transactions related to everyday life, and to talk about subject matter studied in otherclasses. Students are able to participate in simple conversational situations using sentences and groups of

sentences. They can create with the target language by combining and recombining learned phrases and

words. They can write simple messages, read authentic texts dealing with familiar topics, andunderstand the main ideas when listening to conversations dealing with familiar topics or themes. At this

range is when students begin to autonomously create with the target language for the first time.

Intermediate-Mid Range: Students communicate using strings of sentences to ask and answerquestions, to handle simple transactions related to everyday life, and to talk about subject matter studied

in other classes. Students can initiate and sustain conversations by making statements, asking questions,and giving appropriate responses. They can communicate using appropriate time frames on everyday

topics both orally and in writing. Students are able to compose cohesive paragraphs related to familiar

topics and personal experiences. They are able to understand the main ideas and significant details inextended discussions and presentations, both live and recorded. They are able to acquire new knowledge

and information from authentic texts including short literary texts and media.


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ACTFL Performance Guidelines Range


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LEARNER TARGETS:Spanish 1-A-Novice-mid

Unit 1: Meet/Greet and Provide/Obtain Personal InformationINTERPRETIVE MODE INTERPERSONAL MODE

(Spontaneous Person-to-Person)PRESENTATIONAL MODE

Listening Reading Speaking & Writing Prepared Speaking Prepared Writing

I can

recognize some commongreetings andexpressions.

understand someonetalking about their age,where they are from, theirphone number andbirthday.

understand whensomeone describesthemselves or someoneelse.

understand whensomeone talks aboutactivities they like/dislike.

I can

understand basicpersonal information fromvarious communications.

identify cognates andpunctuation that help meunderstand the meaning.

understand somepersonal informationfound in short readings.

understand basicinformation aboutactivities people like ordont like.

I can

greet and say goodbye to people. introduce myself and ask someone their name. tell someone the date. answer questions about my name, age, origin,

phone number, and birthday.

answer questions about personality and simplelikes and dislikes.

ask questions to find out basic informationabout someone else.

answer questions about my likes and dislikes. react to someone elses likes ordislikes.

I can

greet and say goodbye. tell my age, birthday, and

origin.

tell dates tell my telephone number. introduce myself. describe my personality. express my basic likes/dislikes

about activities.

I can

greet people andintroduce myself.

write an introduction ofmyself.

write my age, birthday,and origin.

write dates write my telephone

number.

write about mypersonality.

write about my basiclikes/dislikes aboutactivities.

Unit 2: School LifeINTERPRETIVE MODE INTERPERSONAL MODE


Listening Reading Speaking & Writing Prepared Speaking Prepared WritingI can

understand what peoplesay about schoolsubjects, schedules,class supplies, and classactivities.

understand classroomdirections.

understand someonetelling time.

understand someonetalking about location ofitems and people within aclassroom.

I can

understand informationabout supplies for class.

understand shortreadings that describeclasses, schoolschedules, and teachers.

understand shortreadings about schools inother countries.

I can

speak with another person about my schoolday.

ask another person about his/her school day. say/describe my classes and teachers and

when I have them.

say what materials I have and need for eachclass.

describe where items and people are located inthe classroom.

I can

talk about my schoolschedule.

tell what school supplies Ihave and need.

describe my classes andteachers.

describe what my school islike.

I can

write information aboutmy class schedule.

write a description of myclasses and teachers.

describe my classroomand identify the locationof classroom item andpeople.

Unit 3: Sports and Leisure Activities

INTERPRETIVE MODE INTERPERSONAL MODE(Spontaneous Person-to-Person)

PRESENTATIONAL MODE


I can

understand when peopletalk about sports andleisure activities andwhere they do them.

understand simplequestions about activitiesI do.

understand when, where,why, and how oftenpeople participate inactivities.

I can

understand when peopletalk about what activitiesthey do.

understand basicdescriptions of theweather.

understand when, where,why, and how oftenpeople participate inactivities.

understand what peopleare going to do in thenear future.

I can

ask and answer questions about activitiesincluding what, when, why, with whom, andhow often.

describe my plans for the near future. accept/decline an invitation to do something. describe my activities in e-mails, texts, short

conversations, letters, etc.

I can

talk about activities I do. say when, where, how often,

and with whom I do activities.

tell someone my plans for thenear future.

tell what the weather is like.

I can

write about what activitiesI do.

write why I like or dislikeactivities.

write about when, where,how often, and withwhom I do activities.

write about how I feelwhen I do a certainactivity.

write about what theweather is like when I doactivities.

Unit 4: Food and RestaurantINTERPRETIVE MODE INTERPERSONAL MODE



I can

understand basicconversations about foodand healthy lifestyles.

understand a basicrestaurant dialogue.

I can

understand descriptionsof meals.

understand descriptionsof healthy lifestyles.

understand some of whatI read on a menu.

I can

discuss food preferences and healthy lifestyles. talk about what my food is like. order food and drink in a restaurant. use appropriate restaurant etiquette. ask for and understand my bill.

I can

talk about foods and healthylifestyles

role-play a scenario in arestaurant.

I can

write about foods and ahealthy lifestyle.

create a menu withdescriptions.


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What Does Our WL Curriculum Mean