Make Students the Proficiency Experts Leah Devine Jessie

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Make Students the Proficiency Experts Leah Devine & Jessie Roberts West Virginia Virtual School

Make Students the Proficiency Experts Leah Devine & Jessie Roberts West Virginia Virtual School ADAPTED FOR WVVS FROM (cc) villarreal 15

Learning Targets I can identify levels of proficiency. I can set my own goals

Learning Targets I can identify levels of proficiency. I can set my own goals for proficiency. 2

Why are you LEARNING LANGUAGE? Create a list on the board with the reasons

Why are you LEARNING LANGUAGE? Create a list on the board with the reasons students are learning language and what they can do with it 3

g n i n r a e L e g a u g Lan

g n i n r a e L e g a u g Lan a g n i d l i u b e k i l s i … e s hou 4

Performance= 1 Brick As we learn languages we practice and engage in performances that

Performance= 1 Brick As we learn languages we practice and engage in performances that are represented by the individual bricks. Each time you speak, listen, read, or write in the language, you are stacking those bricks. 5

Multiple Performances= Walls Throughout the year, we keep building on the foundation and reinforcing

Multiple Performances= Walls Throughout the year, we keep building on the foundation and reinforcing the structure with more bricks and more complicated designs. For example, once you can ask a question, we want you to ask it on different topics. 6

Practice= Mortar Practice is the mortar that holds all your knowledge (bricks) together to

Practice= Mortar Practice is the mortar that holds all your knowledge (bricks) together to make… 7

…A HOUSE!! Being able to make that structure, whether it is simple adobe or

…A HOUSE!! Being able to make that structure, whether it is simple adobe or a sleek modern house, is proficiency. It is what you CAN DO!! 8

What’s the Difference? Performance • What we do in the classroompractice listening, learn vocabulary,

What’s the Difference? Performance • What we do in the classroompractice listening, learn vocabulary, repeat words and phrases, role play settings, projects, online activities, etc… Proficiency • My ability to tell/listen/read/write about different topics • WHAT I CAN DO!! 9

How will I know how I am doing? • Performance and Proficiency are measured

How will I know how I am doing? • Performance and Proficiency are measured on the ACTFL Proficiency Scale; same as STAMP. 10

This is you on your Path to Proficiency… Take notes on the steps along

This is you on your Path to Proficiency… Take notes on the steps along the path and their titles 11

Words Sentence Phrases/Lists String of Sentences 12

Words Sentence Phrases/Lists String of Sentences 12

STE PS to PROFICIENCY Novice High (3) Novice Low (1) Novice Mid (2) NOVICE

STE PS to PROFICIENCY Novice High (3) Novice Low (1) Novice Mid (2) NOVICE 13

STE PS to PROFICIENCY Click the hiker for a video example Novice High (3)

STE PS to PROFICIENCY Click the hiker for a video example Novice High (3) Novice Mid (2) Novice Low (1) Uses isolated words NOVICE 14

STE PS to PROFICIENCY Novice High (3) Novice Mid (2) Novice Low (1) Topic

STE PS to PROFICIENCY Novice High (3) Novice Mid (2) Novice Low (1) Topic specific lists & phrases NOVICE 15

STE PS to PROFICIENCY Novice High (3) Novice Mid (2) Novice Low (1) Lists,

STE PS to PROFICIENCY Novice High (3) Novice Mid (2) Novice Low (1) Lists, phrases, fragments of sentences, and simple sentences. *is Personal NOVICE 16

STE PS to PROFICIENCY Intermediate Low (4) Novice High (3) Intermediate Mid (5) Intermediate

STE PS to PROFICIENCY Intermediate Low (4) Novice High (3) Intermediate Mid (5) Intermediate High (6) 17

STE PS to PROFICIENCY Intermediate High (6) Intermediate Mid (5) Intermediate Low (4) A

STE PS to PROFICIENCY Intermediate High (6) Intermediate Mid (5) Intermediate Low (4) A string of sentences, phrases, and sentence fragments. Novice High (3) Intermediate 18

STE PS to PROFICIENCY Intermediate High (6) Intermediate Mid (5) Intermediate Low (4) Novice

STE PS to PROFICIENCY Intermediate High (6) Intermediate Mid (5) Intermediate Low (4) Novice High (3) Multiple sentences related to the topic and task. May not be organized. Intermediate 19

STE PS to PROFICIENCY Intermediate High (6) Intermediate Low (4) Novice High (3) Intermediate

STE PS to PROFICIENCY Intermediate High (6) Intermediate Low (4) Novice High (3) Intermediate Mid (5) Many sentences related to topic and task. Mostly organized. Intermediate 20

STE PS to PROFICIENCY Superior (10+) Advanced (7 -9) Intermediate High (6) Can function

STE PS to PROFICIENCY Superior (10+) Advanced (7 -9) Intermediate High (6) Can function in concrete and abstract perspectives; lengthy elaboration is possible Uses past, present, and future; paragraph length 21

Identifying Proficiency Levels s d r Wo d e z i n a g

Identifying Proficiency Levels s d r Wo d e z i n a g s r e O y c an s nten f o M s e Se g c n n i e r s t t e S n c se * n e l e t p n m e i s S S e c n e s Sent e s a r h P * personal

Let’s Practice Identifying the Proficiency Levels! 23

Let’s Practice Identifying the Proficiency Levels! 23

Name That Level Game You will see a series of performance descriptors and examples

Name That Level Game You will see a series of performance descriptors and examples on the following slides. Show the level you believe is given. When told, hold up your answer and proceed to the next slide to see if you were correct! 1 point for each correct answer 24

A. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High

A. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High Words or no target language production “A dog… ummm” 25

A. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High

A. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High Novice Low 1 “A dog… ummm” 26

B. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High

B. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High A few sentences about a topic “The dog is white. It runs fast. It drinks water. ” 27

B. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High

B. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High Intermediate Low 4 “The dog is white. It runs fast. It drinks water. ” 28

C. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High

C. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High Uses words, lists & phrases “dog, white, it is happy” 29

C. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High

C. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High Novice Mid 2 “dog, white, it is happy” 30

D. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High

D. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High Sentences & fragments; more personal “The dog runs, drink, go fast. The dog is pretty. ” 31

D. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High

D. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High Novice High 3 “The dog runs, drink, go fast. The dog is pretty. ” 32

E. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High

E. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High s n o i t c n u j n o C Always uses strings of sentences and connectors; organized “It is a little white dog. The dog ran fast because it played ball. It will be tired after running a lot and need water. ” 33

E. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High

E. Choices: Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High s n o i t c n u j n Co Intermediate High 6 “It is a little white dog. The dog ran fast because it played ball. It will be tired after running a lot and need water. ” 34

F. Choices: Novice Low, Novice Mid, Novice High, Intermediate 1, Intermediate 2, Intermediate 3

F. Choices: Novice Low, Novice Mid, Novice High, Intermediate 1, Intermediate 2, Intermediate 3 Uses strings of sentences; not always organized/connected “The little white dog is fast. He is playing ball. He is thirsty. ” 35

F. Choices: Novice Low, Novice Mid, Novice High, Intermediate 1, Intermediate 2, Intermediate 3

F. Choices: Novice Low, Novice Mid, Novice High, Intermediate 1, Intermediate 2, Intermediate 3 Intermediate Mid 5 “The little white dog is fast. He is playing ball. He is thirsty. ” 36

Put these responses in order from of proficiency. Low to High, or High to

Put these responses in order from of proficiency. Low to High, or High to Low __ “The dog runs, drink, go fast. The dog is pretty. ” __ “Dog, white, it is happy” __ “It is a little white dog. The dog ran fast because it played ball. It will be tired after running a lot and need water. ” __ “A dog… ummm” __ “The little white dog is fast. He is playing ball. He is thirsty. ” __ “The dog is white. It runs fast. It drinks water. ” 37

Assessment 1 Put Levels in Order 38

Assessment 1 Put Levels in Order 38

http: //scsworldlanguages. weebly. com/uploads/1/4/7/4/14740796/level_1_h_unit_1. png Discuss these questions as a class… How are three

http: //scsworldlanguages. weebly. com/uploads/1/4/7/4/14740796/level_1_h_unit_1. png Discuss these questions as a class… How are three examples similar? How are they different? What could be a Novice Low answer? What could be a higher level answer? Task: Tell me about yourself. 39

scsworldlanguages. weebly. com/uploads/1/4/7/4/14740796/level_1_h_unit_3. pdf Discuss this as a class… As you become more proficient,

scsworldlanguages. weebly. com/uploads/1/4/7/4/14740796/level_1_h_unit_3. pdf Discuss this as a class… As you become more proficient, you have the ability to make more complex sentences. Try to add as many details as possible when speaking and writing. Task: What do you like to do in your free time? 40

Now we will practice how to Level Up s d r Wo d e

Now we will practice how to Level Up s d r Wo d e z i n a g s r e O y c an s nten f o M s e Se g c n n i e r s t t e S n c se * n e l e t p n m e i s S S e c n e s Sent e s a r h P * personal

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Where are you from? Give examples of replies at each level… Level Up! 45

Where are you from? Give examples of replies at each level… Level Up! 45

¿Qué tal? ¿Qué quieres comer? Give examples of replies at each level… Level Up!

¿Qué tal? ¿Qué quieres comer? Give examples of replies at each level… Level Up! 46

Where do you want to go on your Path to Proficiency? 47

Where do you want to go on your Path to Proficiency? 47

As Homework, using things that interest you, make your own Path to Proficiency! 48

As Homework, using things that interest you, make your own Path to Proficiency! 48

I Can… Connect levels of proficiency to I Can Statements 1 A – I

I Can… Connect levels of proficiency to I Can Statements 1 A – I can tell someone my name. – I can answer a few simple questions. 1 B – I can describe where I work and what I do. – I can write what I do in class or at work. Sp 2 – I can describe what I did to help out at home last week. Novice Mid Novice High Intermediate 49

Assessment 2 Multiple choice matching- identify the levels; Match levels to examples of responses

Assessment 2 Multiple choice matching- identify the levels; Match levels to examples of responses 50

Jessie Roberts jroberts@k 12. wv. us Leah Devine ldevine@k 12. wv. us 51

Jessie Roberts jroberts@k 12. wv. us Leah Devine ldevine@k 12. wv. us 51