Interpersonal writing collaboration v3

Welcome• Please sign in to verify your attendance• Register Online if you haven’t already• Make a Nametag• Tables by Language

Notes:Bathrooms available between rooms 107 & 108And on the other side of Room 107

District World LanguageProfessional Development

Oct-19-2011

Textbook Adoption• Chinese, Spanish, IB (French to follow)• Want to contribute to the process?

– Email Ed at [email protected] for Chinese– Email Paris at [email protected] for

Spanish• Possible Process

– Reach consensus on selection criteria– Narrow to 3 textbooks that meet the criteria– Evaluate the 3 textbooks– Select and Pilot– Feedback phase

mailto:[email protected]

mailto:[email protected]

The Future of World Language Washington

State Standards

ACTFL National Standards

ILT Initiatives

Support you

Course Leaders - Thank you!

ChineseMeitsu Chuang-Mendel (Newport)

French Rhonda Eastman (International)

International Baccalaureate (IB) Sandrine Collomb (Interlake)

International Spanish Academy (ISA) Lisa Falkenhagen (Newport)

JapaneseMiyuki Stuart (Chinook)Linda Hurley (Bellevue)

SpanishSergio Martinez (Bellevue)Susan Fane-Tomczak (Odle)

Curriculum DevelopersParis Granville

• on ACTFL standards survey team 1995

• 1 of 28 teachers filmed for Standards Training Videos

(Annenberg / WBGH)• Trained teachers in SF, Princeton, Stanford, Iowa

State University• Edited the journal Learning

Languages• Author of two books on

integrating culture and communication

• Teaching 4 classes at Interlake

Edward Wang• Master’s Degree from

Stanford – East Asian Studies

• IB Trained and teacher 1997

• Oral Proficiency Interview training

• Taught Chinese in Taiwan• Teaching 4 classes at

Interlake

Purpose Common Assessments• Information on the effectiveness of

the curriculum to support you and your students

• Allow you to identify skill weaknesses and skill strengths among your students.

• Measure Performance in a Language – the ability to “do” language

• Allow us to design and choose learning experiences that will support student growth

Common Assessments for High SchoolYears 1 2 and 3• 1st Quarter : Interpersonal Writing• 2nd Quarter: Interpretive Communication• 3rd Quarter: Interpersonal Speaking• 4th Quarter: Presentational Writing

Objectives for Today

Interpersonal Writing

4 Po

int R

ubri

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Creating Prompts

Interpersonal WritingReflect

Interpersonal Writing• 3 – Done it, taught it to students,

can train others to teach it• 2 - Taught it and am

experimenting with it• 1 – I’m not sure what this is

Interpersonal WritingCommunication that includes active negotiation of meaning among individuals. Adjustments and clarifications can be made. Both the interpersonal and negotiated dimensions can be realized for example, through an exchange of personal letters or email.

Interclass Email Exchange• Add exemple here

Characteristics of Interpersonal Writing• Active Negotiation of Meaning• Two-way interactive

communication • Writing that reacts to reading

or audio stimulus

Good Prompts1. Fly swat formats that would

make good prompts for Interpersonal Writing

2. Take the prompt3. Flip inappropriate prompts

in to the whirlpool4. Explain why you chose your

prompt

Wonderings?



4 Po

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Creating Prompts

Smart Response Senteo

• Choose a partner• Take one clicker per pair• Turn the Senteo On• Find Class• Join 103• Collaborate to answer the

questions

Smart Response Clickers – Multiple Choice

Which of the modes do NOT include writing?

–A Interpersonal–B Interpretive–C Presentational

SMART Response QuestionTo set the properties right click and selectSMART Response Question Object->Properties...

Question – T or F

Language Control continues to improve as students begin to create with language – True or False?


Opinion QuestionIn your professional life what type of writing do you use most often?A. Informal Interpersonal ExchangesB. Edited writing


Interpersonal Writing• 3 – Done it, taught it to students,

can train others to teach it• 2 - Taught it and am

experimenting with it• 1 – I’m not sure what this is


What are your professional development needs?A. Technology TrainingB. Training from the publisherC. Classroom StrategiesD. Global ScholarE. Other – I promise to send an

email to [email protected]. Standards-based Grading


Purpose of a 4 point rubric

• Meaningful feedback• Student improvement• Communicate student to others• Streamline the grading• Increase validity• Flexibility • Uniform format

Generic 4 point rubric4 In depth inferences and skill that go

beyond what was taught.

3 Higher Level performance, skills and knowledge

2 Lower Level performance, skills and knowledge

1 Able to complete the task with help, shows a partial understanding of simpler details

0 Even with help, no understanding or skill demonstrated

Generic 4 point rubric4 In depth inferences and skill that go beyond

what was taught.





Generic 4 point rubric4 In depth inferences and skill that go

beyond what was taught.





Teacher Input

World Language Standards

International Spanish Academy Criteria

International Baccalaureate Criteria

Apply Rubrics to student samples10 Minutes



4 Po

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Creating Prompts

Break Out SessionsFacilitated by Course Leaders

Comment the Rubrics• Course Leader will choose a

recorder• Take no more than 8 minutes

to talk about…–Wonderings–Additions–Corrections

Create a Prompt• Download the template from the dropbox

email• Work in pairs or individually to research

and create a prompt with the template• Course Leader will complete a Google

survey on prompt titles • Teachers deliver their interpersonal writing

prompt to the a drop box.• If teachers have time, they create a mark

scheme that ties the specific task to the standard 4 point rubric

Interpersonal writing collaboration v3

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