World Language Proficiency Framework in Action Laura Q. Nelson Ulrike Dannhauer East High School, UT
Looking back – How and why did we create the Framework?
Looking forward – How can we use the Framework? How could we improve the Framework?
Q & A Session
Contact Information Laura.Nelson@slcschools.org
VISION The World Language Department seeks to provide students with the knowledge and appreciation of other languages, cultural understandings, and cultural competencies. We hope to inspire students to continue their study of world languages to become proficient speakers, listeners, readers, and writers and to effectively participate and communicate in the global community.
How we started… How
aware are you of what the instructional content of teachers in your building involves? In your department?
aware are you of the instructional content in other buildings? In other grade levels?
How we started… How
aware are you, and other teachers, of the expectations for what students need to know and be able to do in upper level world language classes?
do you know and understand about the World Language Core and how it relates to the Language Arts Common Core?
How did we arrive at the FRAMEWORK? Consensus Looked
maps by language
for patterns, commonalities, gaps
consensus maps and created a proficiency document
in the gaps, aligned, with final assessment in mind, we created the framework
of the new 2014 Utah World Language Core Standards for Proficiency (grades 1-12)
ACTFL The The
new "Can Do Statements"
work done in Kentucky and South Carolina
WHY?! us to see the bigger picture: Where have students come from? Where are they? Where are they going?
us: Where should we take the students?
opportunity for authentic and efficient collaboration, planning, and preparation
better communication among students, parents, teachers, departments, schools, districts
mostly... to deepen Student Learning
WHY?! â€œA map does not just chart, it unlocks and formulates meaning; it forms bridges between here and there, between disparate ideas that we did not know were previously connected.â€? Reif Larsen, The Selected Works of T.S. Spivet
HOW TO USE THE FRAMEWORK Essential
Assessments Backward Develop
meaningful and engaging learning experiences
Unit/Theme: Food Level: 2 Topic: International Food Pyramids How do your lifestyle choices affect your health and vice versa?
Unit/Theme/EQ: How do celebrations and holidays differ from one culture to another? Level: 1 Topic: Family traditions/celebrations
How are the studentsâ€™ family traditions/celebrations in this class similar or different?
for the three modes of communication
Testing will be piloted next school year