2015 NCLC - Using Language, Building Literacy, Assessing Growth

Using Language, Building Literacy, Assessing Growth

National Chinese Language Conference - Workshop

April 16, 2015

Paul Sandrock

American Council on the Teaching

of Foreign Languages

www.actfl.org

Email: [email protected]

World-Readiness Standards for Learning Languages (2015)

Today’s Learning Targets:

I can …

• Describe the role of literacy in each mode of communication

• Interpersonal • Interpretive • Presentational

• Identify ways to practice or assess language growth in each mode of communication

• Plan assessments for a unit of instruction

mailto:[email protected]

Sandrock – NCLC Workshop – 16 April 2015 - Page 2

NCSSFL-ACTFL Can-Do Statements (Excerpts)

Global Benchmarks Can-Do Statements

Novice Range – Interpersonal

Novice Mid Learners can communicate on very familiar topics using a variety of words and phrases that they have practiced and memorized.

Novice Mid Learners can greet and leave people in a polite way introduce self and others answer a variety of simple questions make some simple statements in a

conversation ask some simple questions communicate basic information about self

and people they know communicate some basic information about

their everyday life

Novice High Learners can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. They can usually handle short social interactions in everyday situations by asking and answering simple questions.

Novice High Learners can exchange some personal information exchange information using texts, graphs, or

pictures ask for and give simple directions make plans with others interact with others in everyday situations

Intermediate Range – Interpersonal

Intermediate Low Learners can participate in conversations on a number of familiar topics using simple sentences. They can handle short social interactions in everyday situations by asking and answering simple questions.

Intermediate Low Learners can have a simple conversation on a number of

everyday topics ask and answer questions on factual

information that is familiar to them use the language to meet their basic needs in

familiar situations

Intermediate Mid Learners can participate in conversations on familiar topics using sentences and series of sentences. They can handle short social interactions in everyday situations by asking and answering a variety of questions. They can usually say what they want to say about self and their everyday life.

Intermediate Mid Learners can start, maintain, and end a conversation on a

variety of familiar topics talk about their daily activities and personal

preferences use their language to handle tasks related to

their personal needs exchange information about subjects of

special interest to them


Intermediate High Learners can participate with ease and confidence in conversations on familiar topics. They can usually talk about events and experiences in various time frames. They can usually describe people, places, and things. They can handle social interactions in everyday situations, sometimes even when there is an unexpected complication.

Intermediate High Learners can exchange information related to areas of

mutual interest use their language to do a task that requires

multiple steps use their language to handle a situation that

may have a complication

Advanced Range – Interpersonal Advanced Low Learners can participate in conversations about familiar topics that go beyond their everyday life. They can talk in an organized way and with some detail about events and experiences in various time frames. They can describe people, places, and things in an organized way and with some detail. They can handle a familiar situation with an unexpected complication

Advanced Low Learners can participate in conversations on a wide

variety of topics that go beyond their everyday life

compare and contrast life in different locations and in different times

resolve an unexpected complication that arises in a familiar situation

conduct or participate in interviews

Novice Range – Presentational Writing

Novice Low Learners can copy some familiar words, characters, or phrases

Novice Low Learners can write words and phrases that they have learned label familiar people, places, and objects in

pictures and posters

Novice Mid Learners can write lists and memorized phrases on familiar topics.

Novice Mid Learners can fill out a simple form with some basic personal

information write about themselves using learned phrases

and memorized expressions list their daily activities and write lists that help

them in their day-to-day life write notes about something they have learned

using lists, phrases, and memorized expressions

Novice High Learners can write short messages and notes on familiar topics related to everyday life.

Novice High Learners can write information about their daily life in a

letter, blog, discussion board, or email message write short notes using phrases and simple

sentences write about a familiar experience or event using

practiced material write basic information about things they have

learned


Intermediate Range – Presentational Writing

Intermediate Low Learners can write briefly about most familiar topics and present information using a series of simple sentences.

Intermediate Low Learners can write about people, activities, events, and

experiences prepare materials for a presentation write about topics of interest write basic instructions on how to make or do

something write questions to obtain information

Intermediate Mid Learners can write on a wide variety of familiar topics using connected sentences.

Intermediate Mid Learners can write messages and announcements write short reports about something they have

learned or researched compose communications for public

distribution

Intermediate High Learners can write on topics related to school, work, and community in a generally organized way. They can write some simple paragraphs about events and experiences in various time frames.

Intermediate High Learners can write about school and academic topics write about work and career topics write about community topics and events write about an entertainment or social event


The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design Donna Clementi & Laura Terrill (ACTFL, 2013)

Thematic Unit Planning

Language and Level

Chinese – Novice Mid Novice High

Theme/Topic Well-being: A Balanced Lifestyle

Essential Question

How do people here and in the Chinese-speaking world describe a balanced lifestyle?

Goals What should learners know and be able to do by the end of the unit?

Learners will be able to: • Explore health and wellness websites to identify elements of a balanced

lifestyle here and in China. • Compare lifestyles of teenagers to teenagers in China in terms of balance. • Make recommendations for ways to create or maintain a balanced lifestyle. • Create a presentation for our sister school in China highlighting ways to

encourage a balanced lifestyle.

Summative Performance Assessment

Interpretive Mode

Learners will read a blog written by a teenager where he discusses his activities. They will demonstrate comprehension by answering questions about main ideas and will complete a graphic organizer based on information found in the text.

Learners will read a schedule of a top athlete to determine how he spends the hours in his day deciding what elements are part of a balanced lifestyle and what is missing.

Presentational Mode Interpersonal Mode

Learners will create a presentation based on multiple sources of

information highlighting ways to promote a balanced lifestyle for

teenagers. The presentation will be shared with another Chinese class.

In pairs or small groups, learners share what they have learned about their lifestyle and the lifestyle of teenagers in China in terms of a balanced lifestyle. They compare their daily routines and schedules and make and respond to suggestions to adjust their lifestyle.

Learning Activity/Formative Assessment (representative samples from beginning to end of unit)

How does this activity support the unit goals or performance tasks?

Mode of Communication

Watch video clip and list activities that relate to creating stress and activities that relate to a more relaxed lifestyle.

explore elements of a balanced lifestyle. Interpretive

Use a magazine headline and article on stress at school. Have learners complete graphic organizer with statistics from article and then compare to their own situations.

impact of school on lifestyles

Interpretive

Interpersonal

Read article on how Chinese teenagers spend free time. Design survey questions to use with learners studying Chinese. Create graphic organizer to compare school results to those in article. Discuss results in groups.

how Chinese teens spend free-time and make comparisons

Interpretive Interpersonal Presentational

Additional Units and Summative Performance Assessments available (www.actfl.org/publications/all)


• Interpersonal Mode of Communication ‘

• Spiraling Questions to the Next Level:

Move from Novice Move toward Intermediate

Your sister is older than you? What is it like having an older sister?

What things do you have in your room? Can you describe your room for me?

What sports do you play? What is a typical practice like?

Move from Intermediate Move toward Advanced

Tell me about your daily schedule.

How has your schedule changed in the last few years? What is different about high school compared to middle school?

Tell me about your part time job. Describe your responsibilities at that job.

Tell me about how you found out about your job. Tell me all the steps you had to follow in order to get your job.

Tell me about your favorite type of movies or theater shows.

Tell me about a very memorable time you went to the movies or the theater. Describe that time and what made it so fun, interesting, or unusual.

•

Targeting the Proficiency Level: Interpersonal Performance Assessments

Novice Intermediate Intermediate High/Advanced

Collaboration: Students develop a survey to investigate the eating habits of the class, interview students, and discuss the results to create a graph

Storytelling: Students collaborate to retell a familiar story and prepare to present it to their classmates

Debate: Circulate in the room to find students who have the most similar ideas to your ideas on a debate topic; the resulting small groups work together to create the main points they will make in a debate

Recipes: Students browse online recipes and work in pairs to change ingredients to healthier alternatives

Agreement: Students exchange text messages to determine who has the busiest week

Consensus: Students examine a blog about a news event in the target language country; identify what new information they discover and collaborate to post a reply

Introductions: Practice the first night at your host family’s home: introduce yourself, show your photos, and ask questions of each other’s family and home

Presentation: Plan and practice giving a tour of your school for the group of visiting students. What differences do you need to highlight?

Discussion: How do you change stereotypes? With your partner, examine any ideas about the target culture that have changed during your study of their language; try to identify what caused a change Making Plans: Organize the

plan for a day in a new city, agreeing on what to do first, second and last

Analysis: Is it worth it to be famous? With your partner, identify as many advantages and disadvantages as you can


Creating Your Interpersonal Task

Step 1: Fill out the fields in the table below. Communication Mode

Interpersonal Level

Language Topic Developer Date Audience (Put x next to all that apply)

Elementary Middle/High School Postsecondary

Step 2: Write instructions to test taker, if necessary.

Step 3: Write four speaking prompts in the target language with an English translation. Target language English Graphic or other realia needed 1

2

3

4

Interpretive Mode of Communication ‘

World-Readiness Standards for Learning Languages (2015)

Unique Nature of Performance in the Interpretive Mode Second language learners use a variety of strategies acquired in their first language to construct meaning in the second language. Improving performance in the Interpretive Mode is not just about accessing more complex texts, rather it is through consciously using a wider variety of strategies to understand what is heard, read, or viewed, including top-down strategies (using background knowledge and context clues to figure out the meaning) as well as bottom-up strategies (discriminating between sounds and letters or recognizing characters, recognizing word-order patterns, analyzing sentence structure, examining parts of words to try to decipher meaning). In learners’ first language, phonics or character recognition work because they have a bank of oral language that they can convert to written. In learners’ second language, educators need to first activate top-down strategies so learners understand the overall meaning and context before using bottom-up strategies to refine their initial understanding. Depending on their familiarity with the topic, genre, or vocabulary, learners may demonstrate comprehension as a reader, listener, or viewer beyond the level they demonstrate in the productive modes of Interpersonal and Presentational Communication. (Standards, page 57)


Key Considerations for Teaching and Assessing the Interpretive Mode

Decide what students should know after reading the text. Determine what is essential.

Determine what students should be able to do with the information once they have finished the text.

Anticipate what might cause students difficulty. Consider elements such as:

• background/cultural knowledge • vocabulary • organization of the text

Model how they should hold their thinking while reading or listening to the text.

(Laura Terrill, ACTFL Webinar, 2011)

Strategies to Practice and Assess Interpretive Mode of Communication

1. Examine two websites and identify information that is available (copy some key details)

Identify evidence for each category of what to do in Harbin

Website A Website B

Museums

Sports and Recreation

Walking Tours

Art and Architecture

Food and Cuisine

2. After examining a website, identify correct information given “Either-Or” choices

Want to Know Either Or 1. Where the family is going

to visit

2. How many people in the family

3. Activities they like to do

4. Food they like to eat

__ in the country

__ 3

__ outdoor sports

__ vegetarian

__ in a city

__ 4

__ travel to other cities

__ foreign foods

3. Use graphic organizers to guide learners’ comprehension

Who What When Where Why Alice Fell down a

rabbit hole She was chasing the rabbit

In Wonderland She was very curious

Because Alice was very curious, she chased a rabbit and fell down a rabbit hole in Wonderland.

http://www.carla.umn.edu/cobaltt/modules/strategies/gorganizers/EDITABLE.HTML


4. True, False, No evidence (If false, what is the correct information?)

Possible Content (Predicted) True, False, No Evidence? If false, what is the

correct information? 1. Using solar energy is the best way to

save electricity.

2. Don’t drive; use a bicycle.

3. More than half of garbage is now recycled.

1.

2.

3.

Creating Your Interpretive Task Step 1: Fill out the fields in the table below.

Communication Mode

Interpretive Reading Level



Step 2: Write instructions to test taker,

Step 3: Provide text in the target language and in English.

Target language prompt English translation Image URLs

A

B

C

D

Distractor image URLs

1

2

OR Step 3: Provide the text in the target language and in English.

Target Language English

Step 4: Write in English four questions. Each question should have a correct answer (key) and three plausible but incorrect answers (distractors).

Question 1 Key Distractor 1 Distractor 2 Distractor 3


Presentational Mode of Communication ‘

Sample Strategies to Develop or Assess Presentational Communication

Level Novice

Intermediate

Advanced

To Persuade Record a podcast on which season is the best and why

Create a presentation based on multiple sources of information highlighting ways to promote a balanced lifestyle for teenagers

Write a review of a movie (book) to convince others your age to see (read) it

To Inform/Explain.

Create a brochure explaining activities to do in ____, focused for students interested in arts, history, outdoor activities, or food

Post on a blog two things our school could do (do better) to respect the environment and how that will help

What part of teenage life in ____ would be the hardest for you to adapt to; explain why

To Narrate Describe your busiest (healthiest) day of the week and why you consider it so

Post on a website hosted by the ______Tourist Office. Explain what you did on your trip; share experiences of cultural differences.

Tell about a time you dealt with stress, share the cause and how you dealt with it

Creating Your Presentational Task Step 1: Fill out the fields in the table below.

Communication Mode

Presentational Writing Level



Step 2: Write instructions to test taker,

Step 3: Provide a writing prompt in English.

Step 4: Describe the medium in which the student is writing (e.g. e-mail, wiki, blog, etc.) and whatever graphics may be needed to provide the context. This may include graphic URLs.


STARTALK Model Curricula – https://startalk.umd.edu/model-curricula/

Targeting Novice Mid-Novice High

Interpretive Presentational Interpersonal Students will read captions/brief explanations and connect that information to the appropriate visuals. They will listen to descriptions of people and places and identify the people and places that are being described.

Students will create physical or virtual scrapbooks of their imagined lives as exchange students. They will include maps of their exchange cities/towns and images of important features. They will create pages that introduce their families as well as pages that share information about their favorite activities and foods. These scrapbooks will be shared with others during the interpersonal task.

Students will share real or virtual scrapbook pages and will talk with a partners and/or native speakers. They will exchange personal information to get to know each other while discussing images shown in the scrapbooks.

Targeting Novice High – Intermediate Low

Interpretive Interpersonal Presentational You have the opportunity to participate in a summer camp abroad. Read descriptions of and/or watch videos about the camps and complete a graphic organizer comparing the camps. Answer a few questions about your interests, select a camp, and give simple reasons about why it is the best camp for you.

You want your best friend to go with you to the camp that you have chosen. He/she prefers a different camp. Have a conversation where you talk about the advantages and disadvantages of each. Compromise.

Design the ideal camp for speakers of the target language who might want to study abroad in your community. Determine the location, daily schedule, and the types of activities. Create a marketing campaign for your camp.

Targeting Intermediate Mid – Intermediate High

Interpretive Interpersonal Presentational Students explore identity issues through text, film, and music. They listen for main ideas and some details as they expand and refine personal definitions of identity, ethnicity, and culture.

As students consider the different issues involved with personal identity, they consider the role of culture in their lives. They discuss a definition of American culture that they could share with speakers of the target language. They discuss the terms melting pot and salad bowl as they apply to culture and discuss which term might be a more appropriate term for American culture and why.

Using images and pictures that relate to culture, gender, and ethnicity, students create visual representations of their personal identities. . They create a Voicethread that includes their visual inviting comments and questions from others. They then share the visual representation of their personal identities with others at the final program event.


Resources:

World-Readiness Standards for Learning Languages (2015) http://www.actfl.org/publications/all/world-readiness-standards-learning-languages

Performance Descriptors for Language Learners (2012) http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-guidelines-k-12-learners

NCSSFL-ACTFL Can-Do Statements (2013) http://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements

Annenberg/CPB Library Teaching Foreign Languages K-12: A Library of Classroom Practices: http://www.learner.org/resources/series185.html

ACTFL Publications (http://www.actfl.org/publications/all) The Keys to Assessing Language Performance (Paul Sandrock)

The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design (Donna Clementi and Laura Terrill)

Implementing Integrated Performance Assessment (Bonnie Adair Hauck, Eileen W. Glisan, Francis J. Troyan)

http://www.actfl.org/publications/all/world-readiness-standards-learning-languages

http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-guidelines-k-12-learners

http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-guidelines-k-12-learners

http://www.actfl.org/publications/guidelines-and-manuals/ncssfl-actfl-can-do-statements

http://www.learner.org/resources/series185.html

http://www.actfl.org/publications/all

Education

2015 NCLC - Using Language, Building Literacy, Assessing Growth