FLE 4333 Week TwoFLE 4333 Week Two

Professional Learning Professional Learning Communities (PLCs)Communities (PLCs)

Purposefully-organized groups that Purposefully-organized groups that work together on projects and other work together on projects and other such tasks over a period of time. such tasks over a period of time.

Teachers in PLCs tend to plan Teachers in PLCs tend to plan together, brainstorm ideas and together, brainstorm ideas and activities, etc. activities, etc.

If you organize students into groups to If you organize students into groups to work together, the groups can be work together, the groups can be called home-base groups. called home-base groups.

Group Group Guidelines/RulesGuidelines/Rules

After the groups are formed, as a group After the groups are formed, as a group you are to come up with a team name you are to come up with a team name and motto or slogan.and motto or slogan.

Then come up with Then come up with guidelines/rules by guidelines/rules by which your group will which your group will operate.operate.

All group members should contribute to All group members should contribute to the list and all members should agree on the list and all members should agree on the guidelines. the guidelines.

National StandardsNational Standards

The national standards are not national The national standards are not national mandates, but are guidelines to encourage mandates, but are guidelines to encourage curriculum development to promote higher curriculum development to promote higher student achievement. student achievement.

The standards do not describe the current The standards do not describe the current status of foreign language education in the status of foreign language education in the U.S. They are based on a perfectly U.S. They are based on a perfectly articulated K-12 foreign language program, articulated K-12 foreign language program, which tends not to exist in the U.S. which tends not to exist in the U.S.

National StandardsNational Standards

The national standards suggest the types of The national standards suggest the types of activities and experiences needed to help activities and experiences needed to help students achieve the standards. students achieve the standards.

They must be used along with state and local They must be used along with state and local standards and curriculum frameworks to standards and curriculum frameworks to determine the best approaches and determine the best approaches and reasonable expectations for language reasonable expectations for language students in each school district and each students in each school district and each school. school.

National Standards for National Standards for Foreign Language Foreign Language

LearningLearning Developed by a coalition of four Developed by a coalition of four

national language organizations national language organizations (including ACTFL, the American Council (including ACTFL, the American Council on the Teaching of Foreign on the Teaching of Foreign Languages).Languages).

Used as a foundation for the Used as a foundation for the development of state standards and development of state standards and curriculum frameworks.curriculum frameworks.

Curriculum FrameworkCurriculum Framework

Resource and guide for local education Resource and guide for local education communities as they restructure their communities as they restructure their schools and improve their programs. schools and improve their programs.

The Five C’s of Foreign The Five C’s of Foreign Language EducationLanguage Education

CommunicationCommunication CulturesCultures ConnectionsConnections ComparisonsComparisons CommunitiesCommunities

Next Generation Next Generation Sunshine State Sunshine State

StandardsStandards The Next Generation Sunshine State The Next Generation Sunshine State

Standards are state-mandated sets of Standards are state-mandated sets of higher level student achievement higher level student achievement standards for Florida public schools standards for Florida public schools that stipulate what students should that stipulate what students should know and be able to do by the end of know and be able to do by the end of specified developmental levels. specified developmental levels.

Example of a Complete Next Example of a Complete Next Generation Sunshine State Generation Sunshine State

Standard for World LanguagesStandard for World Languages

WL.K12.NM.3.1WL.K12.NM.3.1

Introduce self and others using Introduce self and others using basic, culturally-appropriate basic, culturally-appropriate

greetings.greetings.

Components of the Next Components of the Next Generation Sunshine State Generation Sunshine State

StandardsStandards

The subject or discipline (e.g., world The subject or discipline (e.g., world languages)languages)

Grade level (for world languages, it is Grade level (for world languages, it is K12 because world language programs K12 because world language programs do not tend to be perfectly do not tend to be perfectly

articulated from K articulated from K

through 12through 12thth grade.) grade.)

Components of the Next Components of the Next Generation Sunshine State Generation Sunshine State

StandardsStandards Strand: Language proficiency levelsStrand: Language proficiency levels

– Novice Low/Mid (NM)Novice Low/Mid (NM)– Novice High (NH)Novice High (NH)– Intermediate Low (IL)Intermediate Low (IL)– Intermediate Mid (IM)Intermediate Mid (IM)– Intermediate High (IH)Intermediate High (IH)– Advanced Low (AL)Advanced Low (AL)– Advanced Mid (AM)Advanced Mid (AM)– Advanced High (AH)Advanced High (AH)– Superior (SU)Superior (SU)

Help for determining Help for determining appropriate development appropriate development

levellevel Novice Learner: K-4, 5-8, 9-10Novice Learner: K-4, 5-8, 9-10 Intermediate Learner: K-8, 7-12Intermediate Learner: K-8, 7-12 Pre-Advanced Learner: K-12Pre-Advanced Learner: K-12

These levels are of course These levels are of course dependent on the students’ prior dependent on the students’ prior exposure to the language. exposure to the language.

Help for determining Help for determining appropriate development appropriate development

levellevelLevels recommended by the Florida Levels recommended by the Florida

Foreign Language AssociationForeign Language Association: :

Novice Low-Novice Mid=Level 1Novice Low-Novice Mid=Level 1Novice Mid-Novice High=Level 2Novice Mid-Novice High=Level 2Novice High-Intermediate Low=Level 3Novice High-Intermediate Low=Level 3Intermediate low-Intermediate Intermediate low-Intermediate Mid=Level 4Mid=Level 4Intermediate Mid-Intermediate High=APIntermediate Mid-Intermediate High=AP

Components of the Next Components of the Next Generation Sunshine State Generation Sunshine State

StandardsStandards

Standard – similar to “Goals.”Standard – similar to “Goals.”– General statement of expected learner General statement of expected learner

achievement.achievement.

WorldWorld Language Standards:Language Standards:– Standard 1: Interpretive ListeningStandard 1: Interpretive Listening– Standard 2: Interpretive ReadingStandard 2: Interpretive Reading– Standard 3: Interpersonal CommunicationStandard 3: Interpersonal Communication– Standard 4: Presentational SpeakingStandard 4: Presentational Speaking– Standard 5: Presentational WritingStandard 5: Presentational Writing

Components of the Next Components of the Next Generation Sunshine State Generation Sunshine State

StandardsStandards

More World Language Standards More World Language Standards (derived from the National Standards)(derived from the National Standards)– Standard 6: CultureStandard 6: Culture– Standard 7: ConnectionsStandard 7: Connections– Standard 8: ComparisonsStandard 8: Comparisons– Standard 9: CommunitiesStandard 9: Communities

Components of the Next Components of the Next Generation Sunshine State Generation Sunshine State

StandardsStandards

Benchmark – Similar to “Objectives.”Benchmark – Similar to “Objectives.”– Most specific level of informationMost specific level of information– Statement of expectations about student Statement of expectations about student

knowledge and skill at the end of specific knowledge and skill at the end of specific developmental levels. developmental levels.

– Denoted by an Denoted by an

alphanumeric code alphanumeric code

such as:such as:

WL.K12.NM.1.1.WL.K12.NM.1.1.

Hierarchy of the New Hierarchy of the New Generation SSS Generation SSS

componentscomponents Subject area = content area, disciplineSubject area = content area, discipline Grade level = K12 for world languagesGrade level = K12 for world languages Strand: Proficiency level Strand: Proficiency level

– Novice, Intermediate, Advanced, SuperiorNovice, Intermediate, Advanced, Superior Standard = general statement of expected Standard = general statement of expected

learner achievement (e.g., Interpretive learner achievement (e.g., Interpretive Listening, Interpersonal Communication, Listening, Interpersonal Communication, Culture, etc.)Culture, etc.)

Benchmark – highly specific statement of what Benchmark – highly specific statement of what a student should know and be able to do.a student should know and be able to do.

Decoding the Next Decoding the Next Generation SSSGeneration SSS

Sample benchmark: WL.K12.IH.3.6Sample benchmark: WL.K12.IH.3.6WL = World LanguagesWL = World Languages

K12 = Grade levelK12 = Grade level

IH = Intermediate HighIH = Intermediate High

3 = Standard 3 – Interpersonal Communication3 = Standard 3 – Interpersonal Communication

6 = Sixth benchmark found under this standard6 = Sixth benchmark found under this standard

Description: Use appropriate gestures, body Description: Use appropriate gestures, body language, and intonation to clarify a messagelanguage, and intonation to clarify a message

Decoding the Next Decoding the Next Generation SSSGeneration SSS

Sample benchmark: WL.K12.NM.7.2Sample benchmark: WL.K12.NM.7.2

First decode it and then state what First decode it and then state what the students are expected to be able the students are expected to be able

to do.to do.

Decoding the Next Decoding the Next Generation SSSGeneration SSS

Sample benchmark: WL.K12.AL.6.2Sample benchmark: WL.K12.AL.6.2

First decode it and then state what First decode it and then state what the students are expected to be able the students are expected to be able

to do.to do.

Tasks for the rest of Day Tasks for the rest of Day One:One:

Check out journals for El Café Check out journals for El Café Assignment. Assignment.

Peruse textbooks for Peruse textbooks for ideas for your lesson ideas for your lesson

plan. plan.