CU+World+Languages+April+2018

= Moving students along the path of language proficiency =

Now more than ever, language skills and global competency are essential in order to live, work and play in the global community. What does it mean to be a novice, intermediate or advanced user of the the language? By reviewing the newly revised Colorado World Language standards, the new NCSSFL-ACTFL new "can-do" statements and the Six Core Practices, teachers can design standards-based instruction based on proficiency targets. Participants will explore and use these resources in order to help build learners' paths to proficiency and design a unit learning progression with an evidence chain.

Building an Effective Learning Progression and Evidence Chains

 * 1) Should a learning task stay or go? A learning progression and its evidence chain provide timely and effective feedback and inform instructional cycles to better align with learning goals and provide mindful transfer and application of learning. Therefore, proficiencies guide the design of the intentional tasks in a unit learning progression to provide the feedback and evidence.
 * 2) In an environment where learning is guided by competencies and personalization, a learning progression and its evidence chain are both a reflection tool and a framework that allow for the engineering of the complexity of learning and provide multiple entry points for students to move along the proficiency continuum. Whether working with thematic units or stories, the ultimate goal of language acquisition is communication. A unit’s evidence chain in a learning progression pushes teachers to reflect on the targeted goals and refine what tasks really do impact student learning. Triggered by evidence intentionally planned and not about the task that is “just fun to do”, these evidence chains, “multiple measures of evidence over time”, focus the learning on what the students can now do and inform their personalized next steps…. and less on the grade. It is time to think about learning as an asset model that leads to informed next steps instead of a deficit model that takes points away.

**Contact information**
Toni Theisen Thompson School District Loveland, Colorado 80538 **Connect with me -** Toni Theisen: email Connect with me on Twitter: [|tonitheisen] Facebook

Agenda

 * 1) What does proficiency look like?
 * 2) Examining the Six Core Practices as a framework for WL instruction.
 * 3) Colorado Academic World Language Revised Standards-a peak at the parts of the latest draft.
 * 4) Using the NCSSFL-ACTFL new "can-do" statements to create evidence outcomes.
 * 5) Assessments-Performance and Proficiency
 * 6) Using the three modes as buckets for grading.
 * 7) Unit plans, learner targets, bubble sheets, goal setting

Important Links

 * 1) ==CDE World Language Standards Page: All information about meetings, documents, reviews, etc.==
 * 2) American Council on the Teaching of Foreign Languages): []
 * 3) ACTFL World Readiness Standards: []
 * 4) Six Core Practices: []
 * 5) Seal of Biliteracy: []
 * 6) ==AAPPL PROFICIENCY ASSESSMENTS==
 * 7) ==NCSSFL-ACTFL New "Can-do" statements and documents 2017==
 * The "can-do" statements are organized according to the Interpretive, Interpersonal, and Presentational Modes of Communication as described in the World-Readiness Standards for Learning Languages:
 * Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
 * Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions.
 * Presentational Communication: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.ACTFL
 * ACTFL World Readiness Standards: []
 * NCSSFL-ACTFL ‘Can-do” Documents: []
 * AAPPL Language Testing: []
 * AAPPL Demos: []

Videos as resources
–Leads with Spanish || [] ||
 * Lead with Languages || [] ||
 * Aileen Villarreal, Detroit Tigers' Media Relations Director
 * A world without teachers || [] ||
 * Stop putting people in boxes || [] ||
 * World Readiness Standards || World Readiness Standards ||
 * Core Practices for World Language Learning || # Core Practices Information ACTFL
 * 1) Core Practices for Effective Language Learning ||

Resources to learn more

 * Using the three modes in instruction and assessment video-Tell Project || good examples and ideas ||
 * Keeping in the target language-article || [[file:tonitheisen/Staying in the Target LanguageTLE_Oct12_Article.pdf|Staying in the Target LanguageTLE_Oct12_Article.pdf]] ||
 * World Readines Standards Summary || [[file:tonitheisen/World-ReadinessStandardsforLearningLanguages(3).pdf|World-ReadinessStandardsforLearningLanguages(3).pdf]] ||
 * The three modes-assessment and perspective-Webinar-Tell Project || more focus on how-to's for three modes ||
 * Using the target language and providing comprehensible input-Tell project || overview ||
 * Using the target language and CI-Reflection for teacher || Feedback form ||
 * Empowering students to use the target language-Growth Mindset-Tell Project || Article ||
 * Empowering Student to Use the Target Language - Classroom Vignette-Tell project || video ||
 * Using sentence starters and sentence frames || Article ||

==CDE Website: High Impact Instructional Strategies: World Languages== Here are the new CDE standards-based instructional resources for World Languages. The model lesson is a set of full lesson materials developed to train content area teachers at the 2016 All Students, All Standards Instructional Strategies Summer Institute. The additional sample lesson resources represent the work of a team of Colorado educators to share how they develop their own unique standards-based lessons that employ high-impact instructional strategies. As examples, they are intended to provide support (or conversation/creation starting points) for teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. These videos highlight the work of the High Impact Instructional Strategies Task Force. All are Colorado World Language teachers.

=
**Lulu Buck**======

=
CDE World Languages Content Specialist======







Colorado Academic World Languages Standards:
= “Knowing how, when, and why to say what to whom.” =

= Proposed Colorado World Language Academic Standards 2018 =

== 1. Communication: Communicate effectively in more than one language in order to function in a variety of situations and for multiple purposes ==


 * 1.1 **Interpersonal mode**:
 * ===** Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. **===
 * 1.2 **Interpretive mode**:
 * === Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. ===


 * 1.3 **Presentational mode**:
 * === Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. ===

==**2.** Culture: Interact with cultural competence and understanding ==
 * 2.1 **Cu****ltural practices and perspectives**
 * === Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied. ===
 * 2.2 **Cultural products and perspectives:**
 * === Learners use the language to investigate, explain, and reflect on the relationship between the products and perspectives of the cultures studied. ===

==**3.** Connections: Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations. ==


 * 3.1 **Connections to other disciplines:**
 * === Learners build, reinforce, and expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively. ===
 * 3.2 **Acquiring new information:**
 * === Learners access and evaluate information and diverse perspectives that are available through the language and its cultures. ===

==**4.** Comparisons: Comparisons to Develop Insight into the Nature of Language and Culture ==


 * 4.1 **Language comparisons:**
 * === Learners use the language to investigate, explain, and reflect on the nature of language through comparisons of the language studied and their own. ===
 * 4.2 **Cultural comparisons:**
 * === Learners use the language to investigate, explain, and reflect on the concept of culture through comparisons of the cultures studied and their own. ===