MultipleEntry Points

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Multiple-Entry Points

• Professional Development Module
• World Languages Consultants
• Ohio Department of Education

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Standards 101

• What YOU Need to Know About
• Ohios Foreign Language
• Academic Content Standards

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History of Standards in Ohio

• Amended Substitute Senate Bill 1
• Requires K-12 standards with specific
  expectations for each grade level
• Determines both assessed and non-assessed content
  areas
• Establishes timelines for creation of Standards
  and Curriculum Models

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The Standards describe the overarching goals and
themes of what students should know and be able
to do.
Foreign Language Standards
Benchmarks tell what all students should know and
be able to do at the end of grade-level
bands(e.g., K-4)
Grade-Level Indicators
tell what students should know and be able to do
at each grade level K-12
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Overarching Standards

• Communication Communicate in languages other
  than English
• Cultures Gain knowledge and understanding of
  other cultures
• Connections Connect with other disciplines and
  acquire information
• Comparisons Develop insights into the nature of
  language and culture
• Communities Participate in multilingual
  communities at home and around the world

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Operating Standards

• 3301-35-04
• Assessment System
• Aligned to Courses of Study
• Regular Assessment of Student Performance
• District Responsibility for Design
  Implementation

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Assessment Guidance

• CAAP
• AP Assessments
• OFLA/ODE Model Assessments
• Virtual Assessment Center
• Check the Instructional Commentary and the
  Resources Section in the FL Standards Book for
  additional guidance.

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Multiple Entry Points into Ohios Foreign
Language Academic Content Standards
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Goals

• Use the K-12 Foreign Language Academic Content
  Standards with programs that begin at later
  grades.
• Use indicators at grade level regardless of when
  programs begin.

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The Essential Question

• How do we use K-12 standards when our program
  doesnt begin
• Until 4th grade?
• Until 7th grade?
• Until 9th grade?

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Answer

• Consider Language Development
• Consider Learner Development
• Consider Pedagogy
• Consider the Nature of Standards

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Description of Language and Time Required to
Reach ACTFL Performance Guidelines for K-12
LearnersPRE-ADVANCED K-12 Articulated
Sequence Can narrate and describe in
present, past, and future time/aspect and handle
a complicated situation or transaction.
INTERMEDIATE
K-8, 7-12, or
9-12
Can create with language, ask and
answer simple questions on familiar topics, and
handle a simple situation or transaction.
NOVICE K-4, 5-8, 9-10
Language limited to
memorized material, formulaic utterances, lists,
and enumerations.
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My Day

• Describe your day so that a foreign exchange
  student living with you understands your routine.

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My Day

• Novice
• I eat breakfast at 700.
• I ride the bus to school.
• I arrive at 745.
• I have math, science and French in the morning.
  I have social studies, English and physical
  education in the afternoon. Then I play baseball.
  I go home at 515.

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My Day

• Intermediate
• I have breakfast at 700 and then I take the bus
  to school. Do you eat breakfast? My morning
  classes are math, science and French. My
  afternoon classes are social studies, English and
  physical education. My class schedule stays the
  same each day. After school, I practice
  baseball. Finally, I go home at 515.

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My Day

• Pre-advanced
• I leave the house at 700. I walk to school and
  arrive at 730, since my parents wont let me
  drive. My first class is math. Then, I have
  science and French. During the afternoon, I have
  social studies, English and physical education.
  My favorite class is French because it is
  interesting and fun. My schedule doesnt change
  each day like yours. After school, I have
  baseball practice. I usually get home at 515.

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Learner Development

• Cognitively more developed
• Concrete to formal/abstract operations
• Concepts intact
• Mapping new vocabulary

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Younger Learners Novice

• Recognition Activity

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Older Learners Novice

• Picasso Activity
• Identify shapes and colors
• En la nariz, hay triángulos blancos y violetas.

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Word Bank
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Older Learners Intermediate
Discuss what the artist is trying to portray
through the use of color and shapes La peinture
est triste parce que lartiste ulilise jaune et
vert. Les triangles rendent la peinture triste.
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Graphic Organizers
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Older Learners Pre-Advanced
Propose how the painting would change if the
colors and shapes were different If the colors
were brighter, the painting would be less sad. If
there were fewer triangles, the painting would be
more real.
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Expression Starters

• If the artist used more blue, the painting would
  be more _____.
• If there were fewer triangles
• If the artist _____, then
• If the artist changes the use of color by ___
  (shapes by ___) the painting

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Learner Development

• Older learners literacy skills
• Reading strategies
• Interpret more than they can produce
• Brain research
• memory/attention

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Pedagogy

• From guided instruction to open-ended activities
• Listening and reading strategies
• Graphic organizers
• Sentence builders

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Pedagogy

• Developmentally Appropriate/ Thinking Skills
• Relevant, Meaningful, Real-World Tasks and
  Content

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Activity Examples

• Younger Learners
• Teddy Bear Sweaters

• Older Learners
• -Graphing Activity

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Problem-Solving Activities

• Business Case
• Coca Cola has difficulty selling its 2-liter
  bottles in Spain. What do you think would help?
• Data to consider
• Refrigerator specs
• Shopping trends
• Transportation data

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Possible Answers

• El problema es que_________________.
• La compañía necesita _______________.
• Describa el/los problema(s).
• Cuáles sugerencias tiene(n) para resolver el
  problema?

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Interpreting Real-World Data
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Interpreting Real-World Data
You are looking to build a business that caters
to Japanese-speaking Ohioans. Using the map
provided, list three good locations for your
business and tell why each is a good location.
Once you have made your three choices, determine
which of the three options is best and tell why.
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Nature of Standards

• Expectations become more rigorous through the
  grades
• Communicative task
• Cognitive task

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Colors/Shapes Activities

• K-4 Identify people and objects based on
  descriptions.
• 5-8 Engage in oral, written or signed
  conversation on familiar topics.
• 9-12Express a wide range of feelings and
  emotions, and discuss and support opinions.

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Textbooks and Standards

• Benchmarks
• Interact using extended spoken, signed or written
  communication by providing and obtaining
  information
• Express and compare opinions and preferences
  about information gathered regarding events,
  experiences and other school subjects
• Interact in a wide range of situations using
  culturally authentic language and gestures
• Present differences in products and practices
  found in the target culture

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Textbooks and Standards

• Benchmarks
• Interact using extended spoken, signed or written
  communication by providing and obtaining
  information
• Express and compare opinions and preferences
  about information gathered regarding events,
  experiences and other school subjects
• Interact in a wide range of situations using
  culturally authentic language and gestures
• Present differences in products and practices
  found in the target culture

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Textbooks and Standards

• Benchmarks
• Interact using extended spoken, signed or written
  communication by providing and obtaining
  information
• Express a wide range of feelings and emotions,
  and discuss and support opinions
• Use a variety of reading and listening strategies
  to derive meaning from texts
• Analyze information from a variety or oral,
  written and visual sources by summarizing,
  critiquing and explaining texts
• Create presentations on a range of original or
  authentic expressive products
• Apply age-appropriate writing process strategies
  to produce a variety of documents for publication

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So what does this all mean?
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Novice-Level Learners
K-4
5-8
9-12
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Intermediate-Level Learners
K-8
5-12
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Pre-Advanced Level Learners
K-12
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Rollout of Model Lessons/Units

• Set A Novice level lessons.
• Set B Intermediate level lessons and novice
  elementary units.
• Set C Pre-advanced level lessons and units for
  middle school and high school

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Field Testing of Model Lessons

• Visit www.ode.state.oh.us
• Click on Academic Content Standards
• Click on Foreign Language
• Next Field Test in Fall, 2005
• Particular Need for 4, 5, AP Teachers

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Ticket Out

• Write bullet points summarizing your
  understanding of how to use the K-12 standards
  when programs begin in later grades.
• What do you still need help with?
• Your input will assist us in revising and
  improving this module.