From:
Laura Bradford
Sent: Tuesday, August 03, 2010 11:07 PM
To: Christine Gonzales
Subject: FW: Utah World Language Assessment from Today's Discussion
Sent: Tuesday, August 03, 2010 11:07 PM
To: Christine Gonzales
Subject: FW: Utah World Language Assessment from Today's Discussion
Hola
Cristina,
Aquí
te envio la información sobre el entrenamiento la próxima semana.
Por favor lee el papel adjunto antes de que le llames a Bonnie para
decirle que vas a ir.
Laura
From:
Bonnie Flint [bflint@dsdmail.net]
Sent: Friday, May 21, 2010 2:56 PM
To: Laura Bradford; j.tharp@utah.edu; lagoba@uvu.edu; cmhansen@weber.edu; TMATHEWS@weber.edu
Subject: Utah World Language Assessment from Today's Discussion
Sent: Friday, May 21, 2010 2:56 PM
To: Laura Bradford; j.tharp@utah.edu; lagoba@uvu.edu; cmhansen@weber.edu; TMATHEWS@weber.edu
Subject: Utah World Language Assessment from Today's Discussion
Hello
Everyone,
It
was great to be able to start a discussion of where we need to be
going in World Language instruction and assessment. As I
mentioned, we have begun a three-district consortium to implement a
new assessment method that we anticipate will go state-wide next
year. It can be used at any age, but we are currently focusing
on 7-12.
Attached
is a synopsis of what we are doing and why. I hope you will
take the time to read it and respond.
Our
initial training will be August 9-13 at Woods Cross High School which
is just off the 2600 South exit in North Salt Lake (almost to
Bountiful). It will be from about 8:00 - 3:30 each day, but
that start time could change slightly. Here's a tentative
syllabus:
Monday
& Tuesday - COCI Training
Wednesday
- CWCA Training
Thursday
- CRCM Training
Friday
- Summation AND Ideas and Methods of creating a proficiency based
classroom
We
would like to officially invite you to participate. If
interested, just let me know and we'll sign you up. We
understand that this won't immediately fix all of our problems, but
it is a start and we are moving in the right direction. With
your help, we will all get there faster. If you know of any
colleagues at USU, BYU or other state universities who should
participate, please let me know.
Bonnie
Bonnie
Peterson Flint, BA, MAT
Davis
School District
-
Secondary World Languages Supervisor
-
Davis Reads Coordinator
45
E. State Street
Farmington,
UT 84025
(801)
402-5166 - telephone
(801)
678-0299 - cell
Sharon
Gracia’s
_______________________________
Utah World Language
Assessment Consortium
Creating
and implementing a keystone exam for Utah’s World Language
classrooms
Davis
School District
Bonnie
Flint
|
Granite
School District
Sharon
Gracia
|
Canyons
School District
Jill
Landes-Lee
Jill
Baillie
|
“If you don’t
know where you’re going,
it doesn’t
matter how you get there.”
The
Keystone: Assessment
A
visit to Europe is never complete without a visit to one or two
cathedrals. As the medieval architects built their walls of lacy
stone, they had already planned how they would hold the lofty stone
arches in place. They knew that they would need one final piece at
the apex of the arch—locking all other pieces into position. Each
stone of the arch was important but the last stone, the keystone, was
vital. Without the keystone, all of the previously laid stones would
crumble to the ground.
Assessment,
in World Language instruction, is the keystone. Without it, all
previous work is directionless and without structure. World
Language teachers in Utah are working to bring the beauty and utility
of the language to their students, but at the end of it all, there is
no apex—no keystone. Our teachers need, and our students deserve,
to have their studies held in place by a keystone. Working with the
end in mind will ensure that our students meet our expectations.
The
Problem
What
is the Keystone in Utah? What do we want our students to be able to
do with the language they have learned? Do we want them to be able
to complete a fill-in the blank grammar test? Do we want them to be
able to list 100’s of vocabulary words? Do we want them to be able
to complete a verb conjugation grid? No! In Utah, we want more for
our students. We want them to be able to communicate in the
language. We want them to be able to do this by understanding what
they hear and what they read. We want them to be able to do this by
expressing themselves in their speaking and in their writing. We
want students who can use the language.
Currently,
we have no keystone assessment in Utah. Without it, we can’t
effectively align our curriculum from district to district, from
school to school and even from classroom to classroom. Also,
without a common assessment, teachers are not motivated to practice
the most-effective language acquisition strategies. Complacency sets
in and best-practices are often ignored. Common assessments would
help ensure that our students are getting the language experience
that they need and want. As a state, a common, end-of-level language
assessment—a keystone-- would enable us to build a stronger World
Language structure that works together, has strength, and has the
ability to stand the test of time.
With
that end in mind, we are committed to creating and implementing a
common, end-of-level assessment that would test the students’
proficiency in speaking, listening, reading and writing. Results
from the assessment will be used to drive curriculum, determine best
practices and assign students to the correct level of language course
the next year--advancement by ability not by seat-time.
The
Solution
Several years ago, working with a FLAP
grant, the California Foreign Language Project (CFLP) created an
easy-to-administer set of assessments. With these tools, teachers
can assess the proficiency of their students in all four areas:
speaking, listening, reading and writing.
The Utah Consortium leaders have
trained with the CFLP and are now working to introduce these
assessments in Utah. Our first teacher training will be in August of
2010. Up to 70 World language teachers from the three participating
districts will train for one week. From there, these teachers will
practice these assessments with their students, meet in professional
learning communities to support one another, and assist in the
training of other teachers in the state.
As members of the consortium, it is
our goal to use these initial teachers to help us refine the
assessments for Utah’s classrooms and for our Utah State Office of
Education World Language standards and benchmarks. Eventually, we
will train teachers in other districts and hope to involve higher
education in the possible use of these tests to establish benchmarks
for placement and enrollment requirements.
Description of the
Assessments
COCI - The COCI (classroom oral
competency interview) has been in use for about ten years. Based on
the ACTFL OPI, the COCI is a 5-7 minute oral exam that educators use
to assess students’ speaking proficiency. It is an interactive,
holistic assessment of oral performance conducted in a natural
conversation-like exchange between an interviewer and a
second-language learner. It takes into consideration the context of
the communicative foreign language classroom at the secondary level
where teachers need a process for evaluating oral language in a
manner that is administered, scored, and interpreted rapidly and
easily. The COCI targets a relatively restricted scope of language
performance, and divides this language use into three major ranges:
formulaic, created, and planned language”
Within the first range, formulaic
language, student performance is limited to the “comprehension
and production of unanalyzed chunks of language or memorized
formulas.” Within the second range, created language, student
performance involves “rearranging and recombining” language
components to “create utterances” and statements in sentences
that express personal meaning. Within the third range, planned
language, students demonstrate their ability to “coordinate
created utterances” and statements beyond sentences into
paragraphs.
Within those three major ranges, the
COCI focuses on a student’s ability to use the language, and it
characterizes language use in three subcategories for each of the
ranges: low, mid, and high. The five to seven minute assessment takes
the student from a “warm-up” to a dialogue that is intended to
establish a range and is aided by probing questions. The dialogue
finishes with a “wind-down.”
CWCA - The CWCA (Classroom
Writing Competency Assessment) offers teachers an integrated process
for creating and assessing writing tasks. This process provides
teachers with indicators for measuring the competency of students’
writing. The test also provides learners with numerous opportunities
to develop their writing as they integrate, apply and extend their
language in response to the demands of various tasks.
The CWCA divides language use
into the three major ranges described above: formulaic, created, and
planned language. Students produce a writing sample following a given
prompt
CRCM
– To develop the ability to produce a language, students must
internalize the language. The Classroom Receptive Competency
Matrix was designed to validate a student’s growth in receptive
competency. The matrix complements the COCI and the CWCA
“by using similarly constructed prompts and rating criteria.”
It measures receptive competency according to the following ranges:
the formulaic range, or “the ability to understand learned
formulas”; the created range, or “the ability to understand
sentence-level relationships”; the planned range, or “the ability
to understand paragraph-level relationships”; and the extended
range, or “the ability to understand relationships in language
beyond the paragraph.
Listening and reading prompts from the
CRCM may be administered frequently and be included in individual
portfolios or be used for program evaluation.
______________________________
THE
CLASSROOM RECEPTIVE COMPETENCY MATRIX CRCM
READING AND
LISTENING
He
told in English the story of how he met his wife in three different
ways: formulaic, created and planned (novice, intermediate, advanced)
He
also tells his students this story on the first day of class so that
they will understand the differences: teachers need to share more
about themselves
personally, so
students make personal connections
with instructors. Students need a personal connection with teachers.
He also over-tells
things like how he is color-coded and he likes things in order, etc.
THIRD SECTION: p. 1
DESCRIPTION OF
VARIOUS LEVELS AND WHAT STUDENTS CAN DO —see info in booklet
EXPECTED
/ DESIRED LEVELS FOR LANGUAGE LEARNERS ARE ABOUT ONE LEVEL HIGHER
THAN THOSE OF PRODUCTION SKILLS.
Since accents are
very different, he brings in many songs, films, everything with
different accents.
P. 2 COMPETENCY
Is the ability to
use language for real-world purposes in culturally-appropriate ways
The receptive skill
means ‘they can comprehend’ . You ask comprehension question,
not inference questions. Only query what students can answer by
reading the text.
QUESTION TYPES -
reviewed from earlier pages in previous section
Be able to
understand
Formulaic range:
What is…?
List the …?
How many…?
Describe…?
Created range:
Tell about…?
Why?
What happened…?
What do you think
will happen?, why?
Planned/extended
range:
what are the reasons
for ..?>
Narrate…?
Give
details about …. / Describe in details …?
Explain …
Compare/Contrast…
Look in newspapers
Cartoon called Gordo
and called Baldo
Shared English
samples
we will create an
assessment portfolio with questions for students.
The trick is
thinking of the right questions to ask, in order to get the students
to be able to find the answers
He says questions
can be in English or the target language. However, maybe the reading
will be an essay and some of the questions will be on the formulaic,
some on the created and some on the planned/extended level.
Students’ writing skills will not be on the extended level, so they
will need to use English in order to answer the extended-level
questions (remember: their receptive skills are higher than their
productive skills).
In
a reading, you will have several levels of questions, but it is not
logical to answer some in the target language and some in English
(or maybe it IS ok ).
INTERRUPTION:
SANTILLANA
PRESS (SPAIN) HAS A SERIES OF READERS FOR REMEDIAL READERS. ALSO BBC
MUNDO---VIDEOCLIPS.
SCHOLASTIC:
(Green Eggs and Ham)
He
does sustained silent reading (SSR) three days per week, starting
with level 2, for 5 minutes long to 10-15 of reading. Teacher is
supposed to read also, He starts them with 50 points = A, and he
does spot checking, gives or removes points for whether they are
reading or not. They lose 5 points every day that they are not
reading (or at least looking at the words).
HIS
FIRST-YEAR STUDENTS CAN ONLY WATCH ABOUT 10 MINUTES OF A FILM AT A
TIME AND THEN THEY GET REALLY TIRED.
Ranges of
vocabulary
Kindergarteners:
5,000
HS graduates =
50,000
College graduates
= 80,000
Adult daily use =
5,000
Practices
of assessment can have students answer questions in Spanish. But not
real assessment. The real; assessment needs the questions in
English.
p.
3 CREATING RECEPTIVE COMPETENCY ASSESSMENTS
p. 4 make a
portfolio with texts on different levels.
Section
1 = fomulaic = 4-5 different texts
Section 2 =
created = 2-3
Section 3 =
planned = 1-2
Section 4 =
extended = 1 - 2
Practice
different readings, but on the reading day (he does only 2-4 per
year), have students work through the reading assessment for so many
minutes:
first
year = 20 - 25 minutes.
Second year = 30
- 35 minutes
Class assignment
use newspapers, find out article on the formulaic, one on the
created and one on the planned level. Create the appropriate
questions:
FORMULAIC
“La
TV que reúne a la familia”
- List everything a customer receives for $19.99?
- How long does the $19.99 provide this service?
- What are the claims made for the internet service?
- How much does the internet service cost?
CREATED
LAGOON
ADVERTISEMENT Tú sabes que lo quieres hacer otra vez.
CREATED
Article
“El Consejo Mundial pide a púgiles mexicanos cancelar pelea en
Arizona”
- (CREATED) How does the World Boxing Council (Consejo mundial de boxeo) intend to show its opposition to the Arizona immigration law?
- (PLANNED) Why is this council threatening Genaro Trazancos and Adolfo Landeros?
Ahora en Utah, El
Observador – email them and they send copies to your school
CRCM
WITH LISTENING Movie ‘Lost in Austin’ only plays it once, so
he spaces the questions far apart.
Range 1(Fomulaic) questions
(1 pt each) |
Range (Created) 2 questions
|
1.Who
is a character in a book?
Miss Elizabeth Bennett |
|
|
1.Why
could Amanda not know the news about Netherfield Park?
Because it had just barely
happened.
|
2.What
did Amada ask Elizabeth to show her?
The entrance to her home. |
|
3.What
words does Mr. Bennett use to describe Mr.Bingley?
Pleasant, not strong on brains |
|
|
2.What was the flaw in the
arrangement? Lizzie went to Hammersmith to see Amanda and Amanda
went to Longbourne to see Lizzie
|
Formulaic |
Created |
Planned |
Where is Charlotte
going? |
|
|
|
What does Mrs. Bennett
tell Amanda to do. |
|
|
What excuse does Mr.
Bingley give for not marrying Jane? |
|
|
|
How did Amanda explain
her disillusionment with Darcy |
|
|
Describer |
HOW
OFTEN DOES HE DOES THE ASSESSMENTS?
Writing – after
every chapter, every 3 weeks
Listening-not
assessed, just homework—one per chapter (needs tweaking = to be
validated)
Oral – every
1-2 chapters
Reading – 3-4
times a year
BINGO GAME to get
students speaking to each other
- He made a grid with 25 squares in it. Each square had a question in it in the target language. The questions are on various levels. The horizontals were labeled V1, V2, etc. The verticals were labeled. H1, H2, etc.
- The middle space has a question mark in it---you have to make up and ask your own question.
- We had so many minutes to ask a question, each question to a different person. They signed the square.
- When thetime was up, the teacher then chose a student to pick the first square. The person said “HX VX was person XXX and they answered XX.”
- The next person is whoever answered the first person’s question.
- Eventually they get a bingo, explain everything, and they get candy.
WORKING WITH
SMALLGROUPS IN LARGE CLASSES
Brain-based
learning
“Any group
instruction that has been tightly, logically planned will have been
wrongly planned for most of the group, and will inevitably prevent or
distort learning.” Leslie Hart, 1983
“How can
teachers possibly individualize their curriculum for each learner?
We can’t achieve this goal every time, but we can get a whole lot
close to the mark.” Eric Jensen, 2000
DIFFERENTIATED
INSTRUCTION
NO
ONE-SIZE-FITS-ALL
WHAT CAN WE DO?
- Provide complex, multi-sensory environments
- Offer options for learning (say” do any 20 of these questions)
- Use mastery learning centers or groupings
- Encourage projects in cooperative groups
- ??
INSTRUCTIONA L
CENTERS (already exist in Kindergarten)
Writing,
Speaking, Reading, Computer Assistance, Conversation, Culture,
Listening, Grammar and Vocabulary Practice, Games
Writing
Grouping: first
consideration—he had 5 computers, so the max size was 5 students
Time 20minutes
presenter, plus 5 minutes for closure
Space: designated
work areas and pick-up areas. Answer sheets were always in one
place, pick-up papers were somewhere else
He has students
give him a report card.
The Circle of
Centers. The variety made it fun
- Choices
- Immediate feedback
- cooperative groups
This is the best
way to learn
Question:
too many simultaneous activities. Better to do only one activity at
a time.
Make sure that
this is something that they COULD have done it independently, so that
they will not bother teacher with questions, and teacher can stay in
the conversation group.
Does
not do them at the beginning of the chapter. Wants to have centers
for each chapter. How often he did them: teaches for two weeks and
then goes into centers. students had a check-off sheet.
Center grade was
100 points, same as a large test.
His students give
him a report card.
He drew the
center circle, put specific assignments in each place, then had the
student color them when they did the center assignment.
Students had to
begin at some spot and then do the rest of the centers in order.
VERB
BATTLSHIP game acorazado, se hundió mi submarino
When
doing this in a Learning Center, teacher puts the verbs at the top of
the page and also chooses the tense.
He rents hall
passes by the minute.
10 THINGS
STUDENTS SAID HELPED THEM THE MOST.
1. centers
2. projects (at
end of each chapter, presented to class)
3. movies and
videos
4. Spanish days
5.games
6. silent
reading
7.authentic assessments
7.authentic assessments
8. paired
speaking activities
9. workbook
practice
10. Lectures and
class discussions
It takes years to
get things good
____________________________________
AUTHENTIC LANGUAGE
ASSESSMENT: PRINCIPLES AND PRACTICES
DAY ONE: THE
CLASSROOM ORALCOMPETENCY INTERVIEW
California Foreign
Language Project
Story about brother
who fell out of car and dragged.
Q: How do you know
that your students are learning
Constant assessment,
both via tests and via checking body language
Definition of
assessment: finding out whether students can understand received
information, can create meaningful discourse with language with
appropriate cultural nuances; and also how well they can do this.
Students write
answers on board/paper. Students write throughts, reactions on
board/paper. Students find out information form partner in paired
work.
ASSESSMENT IS NOT:
singing a song, reading in English or target language, punishment,
trap, threat. Should not be the end. Should not be vague.
WHY DO WE ASSESS:
To find out what
they know
Their motivation
To find out what
they don’t know ‘a reality check’
To help students
realize they DO understand something which they thinki they do not
know
A celebration of
learning
TYPES OF ASSESSMENT
ACHIEVEMENT: Tests
what stUdeNts know; their knowledge
PROFICIENCY: What
students can do
Achievement
tests tend to be correctible by thecomputer
Testing verb endings
versus them writing on their own
FORMATIVE, These are
Achievement assessments: Measure discrete skills—essential for
quizzes
SUMMATIVE work best
with proficiency: general knowlege and skills
Students value what
we test.
P.
7 THE CLASSROOM ORALCOMPENTENCY INTERVIEW
TEXT TYPES/ RANGES
Formulaic
(ACTFL novice)
Uses un-analyzed
chunks of language to communicate. (memorized).
Memorized words and
sentences
Cannot break these
apart to vary meaning
Cal address tasks
deavling with themselves and their immediate environment.
Know no structure
Like a crawling baby
(fast)
Created
(ACTFL intermediate)
Can
break chunks apart and crete own meaning. Know some structure
Sound messy
Like a newly-walking
baby (slow)
Can adapt language
to situations and make the language fit the situation.
Self-created
sentences
We don’t tell the
toddler, ‘stick to crawling; you are os good that that.’Likewise,
we don’t tell the level two struggling students, ‘you are so good
a formulaic; just stay there.’
Planned
(ACTFL advanced)
Can coordiante /
create speech
Can engage in
paragraph-lenggh discuourse
Can asddress
morecomplex tasks related to externakl environment (opinion of
Pres.Obama)
Can adapt language
to unanticipated situations
Extended
(ACTFL superior)
1ST
YEAR MOST HS STUDENTS TAKE ONE SEMESTER TOMOVE FROM LOW TO MID
2ND
YEAR FIRST SEMESTER, CAN SUSTAIN MID, GO INTO HIGH AND POSSIBLY TO
NEXT LEVEL
3RD
YEAR MOST START AT FORMULAIC MID, END AT CREATED
P. 10 The COCI
at a Glance
WARM-UP
(30-40 SECONDS)
INITIAL DIALOGUE
(2 MINUTES)
WIND
DOWN
(30
SECONDS)
|
Place students at
ease
Check for Range 2
competency (ask ‘why..?)
Probes Ranges 3 &
validates Range 2
Returns student
to a comfortable level oflanguage
|
p.11 COCI STRUCTURE
INTERVIEW
FORMULAIC
RANGE (Words / phrases &lists of
words)
Do you have, see,
need, want……?
Do you
like/prefer….. or ….. ?
p. 13 watch an
interview,and we writin down quesitons and responses
|
|
What do you like about Brazil?
|
School’s diferent, a whole new experience
here.
|
Tell me about your schools, then.
|
Thee bigger
difference,that we went home like 12 o’clock; here we stay until
3 o’clock
Different periods
|
|
|
How did you happen to select the drums. ? Did
you like the noise?
|
(probed)
|
|
|
|
That’sall-linugistic breakdown.
|
|
|
|
We do things together—string of sentences, do
not flow, (unless narration is involved)
|
Interviewer says a lot of affirmation
|
|
What mkes her different?
|
I don’t know, - linguistic breakdown
|
|
|
Who could you go to if you have a REAl problem?
|
|
How would you solve that problem?
|
|
|
|
Look at thtis picture/ Does this man have a
problem, of what? (man in kitchen with crying baby, problems in
kitchen)
|
And do all the house stuff
|
What’s
happened to him?
|
There’stuff
in the stove.
|
How would you go about findng somebody to help?
|
COLCI does not care about using ‘would’
cares about being able to talk in long er than sentence-length,
into paragraph length
|
|
|
What do you do after school?
|
Wind down
|
How does this
compare with achievement testing?
Would
not admininster the COCI until the second semester of second year.
In the meantime, do group interviews. In California it is common to
have more thean 40 students to a class.
Group interview.
Teacher is in front of the class. Bings 4-5 students in front and
asks them COCI questions. Does this right after the warm-up.
Favorite activity is
to trade with another teacher. Does it during lunch period. If ther
ea rlots of teachers, you can surrender your preps.
ONE MORE INTERVIEW
audio only
STUDENTS WANT TE BE
VALIDATED. THEY WANT TO KNOW WHERE THEY ARE.
Warm-up: how long
been here?
What’so good about
this country?
the school and ..
education.. no conflict, in this contry…more money for the school…
and…is beautiful, this country and I don’t know what to say .
It’s beautiful.
Tell me about El
Salvador
Beautiful,
very good, he planting coffee and corn and caña. Ssugar and
the m the coffee is XX no XC in El sa. Every people is hoppy in the
guerrilla
Is people with arms,
come and………..is the people with arms first arm and
destruction they E. S.
Do you remember?
There …… he
enter in the home and the people of the home put in the dark
(terrible)
13 now. Future 21
years old? University, carrera
(What kind of uni)
doctor of….. abogado
How come help the
people in the hospital
Entrevista
1
Warm-up things you
know they know, to relax them.
Me
puedes contar un poco de tu familia
En
unatinda coinde se venda cmida
Comid
norteamericana
Estudios,
relacionados con el trabajo
Queria
trabajar con lagente
Podria
hablar con ellos
Que
te preocupa del mnundos
De las
guerras
2 dos
anos apasado cuando no no hay masde comunisdmol.’
Porque
no hay futuro, no tiene futuro
Peor,o
mejor
[porque
la sexcuelas no fncionan bien
porque
ellos no van ala escuela
en que
grado grado 12
has
viajado a otros países
eracomocinco
anoes
las
ocommida,c
also de
negocios, ganar dineero, mucho dienro
\que
padres no siente que es ien pa ralas mujeres
La
perspectiva vietnamita la cgente en general
Habla
de las diferencia entre
La
gente, todos sondiferenctes.
Podemos
vivir juntos
>>>>>>>>>>>>>>>>>>>>>>>>>
Entrevista
#2
Lista
de cursos
Actividades
impoortantes Ayudamos, a yudamos, ayudamos gente en la community
Ellos
no tienen casdas
Necesitamos
casa más dinero para
Transiciones
Futuro
en 15 años espero trabajar para la policía
Son
víctimas de circunstancias
Ellos
son muy malos defender a la policia
Si,
no,jacen,ay xxxx criminals
Vamos a
hacer esto
Lee un
prompt de un accidente
Roll-play
Ud no tiene ninguna culpa
Evidencia
por favor
Hay
tres personas que estuvamos
Es
soda, 2 x no bebe la cerveza
Pero
yo veo una botella es
Mi
reporte y reporto
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Is
this model similar to that of first-language acquisition
TRAINING TUESDAY
COCI AND GRADING
P. 22 ASSIGNING
GRADES
RATING MEANS HOW
WELL THEY DID
GRADE MEANS WHAT WE
EXPECTED OF THEM, BECAUSE OF THE COURSE, ETC.
In the HS
suggestions, this California organization puts the first two years =
four semesters of language proficiency ENDING at Formulaic high
This seems too low
for university exit 1020 level
_________________________________
By Darrel Nickolaisen – did his first M.A. in reading, reading specialist
CWCA
CLASSRROM WRITING COMPETENCY ASSESSMENT
SECOND SECTION OF
NOTEBOOK
Beginning levels of
language = writing is virtually identical to speaking
However, CWCA only
has one probe, not multiple probes, as the COCI has. Therefore it
needs to be done about every 3 three weeks—at end of chapter
assessment.
Meaningful
and Personalized Guided Practice—write
a paragraph.
Suggestion; have
students answer three questions and then put them into their own
paragraph.
Develops the
quantity and quality of learner writing
Focus on form
One teacher has them
write while she is taking role, expands on a cloze
Process
Writing (brainstorming, composing,
writing)
Reflective
Writing provides opportunities to
create meaning on long streches of discourse. Focus is on meaning,
rather than form (have them reviews for content)
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
ALMOST IMMERSION
ESL HAS A SYSTEM
CALLED PREVIEW, REVIEW MEANS
Mondays, Wednesdays,
Fridays total immersion;
Tuesdays, Thursdays
– begin class with 10 –minute reviews of what we had learned the
previous day, then also some Eng explanations iof what we were going
to do that same day.
Then, the rest of
Tues, Thurs in the target language
When they really do
not understand on a target language day,write it on the board IN THE
TARGET LANGUAGE
Also, have a corner
of the room, and only allow English when the professor is standing in
that corner
DAY 1: explain the
difference between Formulaic and created
In
his HERITAGE CLASSES he does not have any English days.
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
Wordreference.com
Spanishpod.com
Flannals ongoing
assessment in a university language program probably 2003 (or2004)
Tom Matthews and Cheryl Hansen
>>>>>>>>>>>>>>>>>>>>>>>>
Cheryl Hansen said
that for Weber,
ending
1010 is Novice mid
ending 2020 is
Novice high
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>..
p.
20- 21 When learning,one can focus on form or focus on meaning,
but not on the two together---not at first. With time,the two can
become combined.
When planning
instruction, as yourself:
- Is this activity focusing on form or on meaning?
- How does the focus affect my grading?
If the focus is in
meaning—no English.
If the focus is on
form, at least some English support.
MPGP
= Meaningful and Personalized Guided
Practice = form
IAE
= Independent Application and Extension
= meaning
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
When giving students
results, they prefer to call them
bajo,
mediano, alto
- Formulaic, Novice, Anfänger, neófito = rango 1 (Strecke, Weite, Bereich
- Created, Intermediate, Mittlerer, gestaltet, mediano = rango 2
- Planned, Advanced, geplant, Fortschrittender, avanzado = rango 3
p. 20 do this
_____________________________________
GRADING TRAINING
LAST DAY
When
doing activities, alternate between floor activities and cieling
activities. 10 minutes long maximum.
Handout, Page 3
MODEL OF HOW TO DESIGN AN EQUITABLE AND ACCURATE GRADING SYSTEM
--page 3
“Discipline in the
Secondary Classroom” too often our grading system does not match
our expectations, and when it doesn’t match, students act out.
How to get your
grading system to match your teaching philosophy?
- Shoot for 1000 points per quarter
- List all of the things which are important for you to grade
- Prioritize those
- Assign how much percentage everything is worth. Figure out how many of the activity you will do, and divide up the available points among them
- Note on 'participation’: ‘anything they do in class’
- Note on ‘quizzes’: lots of value
- Note on “Test” preferred quizzes, but did two tests, because colleagues did, and he did not want students to be unused to these tests.
- Portfolios: they put everything in it and then they had weeding parties once per month: kept the important 5Cs stuff plus other benchmark things, and they throw the rest out
- Group projects 2 per quarter
- SSR 1 first year = once per week, 10 minutes long, they run to grab the newest magazines, always at beginning of class as gathering activity. 2nd, 3rd year 15 minutes 2-3 times per week.
Time-saver
for marking attendance (he had a map of the seating chart, with
spaces for marking attendance, homework completion and other things
during two weeks. Every two weeks he calculated the points and put
them in his gradebook
Assume that most
students are doing what they should be, so he just looks for absent
students.
CLASS
ASSIGNMENTS – JUST walks through and checks if they did it or not.
PARTICIPATION
NEGATIVE CHECK = -5 points. They correct that in class.
HE STARTS ALL HIS
STUDENTS WITH A B = 40 PTS, AND THEY HAVE TO WORK UP TO AN A = 50.
CHANNEL
7.3 ‘VEME’ LOCAL UTAH PUBLIC PBS
My own Grade
Components
Class Participation |
40%
|
Daily attendance,
participating, speaking German / Spanish in class
|
One group project |
5%
|
Cultural topic |
Quizzes
(Formative/Achievement)
|
20%
|
Weekly / daily (written,
oral, reading, listening)
|
Two Tests (Summative)
|
5%
|
After Kap 3 & Kap 4 / cap. 4 & cap. 8 |
Online Sam homework |
10%
|
Every chapter |
Registro de
comunicación
/ Kommunikationslog
|
12%
|
Every week - 15 weeks |
Authentic Assessment
|
|
|
COCI (conversing)
|
1%
|
1 oral interview, near end
|
CWCA (writing)
|
3%
|
3 writing samples |
CRCM-reading
|
1%
|
One reading test |
CRCM-Listening
|
1%
|
One listening test |
SSR – Sustained
Silent Reading
|
2%
|
Once per week, after midterm |
TOTAL
|
100%
|
|
RESEARCH:
BEST WAYS FOR STUDENTS TO LEARN: TOP OF THE LIST WERE RUBRICS
EXTRA CREDIT
His only EC are the
pesos: good participation, teams who win games, people who help me
with my chores. Uses pesos to teach economic principles. Value of
pesos devalues as years goes on. He rents hall passes by the minute.
As soon as three students ask for one hall pass the same day, he
raises the price
EC for a grade.
Wrap up all of their pesos, send them in. Whoever hands in the most
gets 5%, whoever hands in the second-most gets 3%.
At
the end of each quarter he has an auction. Students bring things,
sell them for pesos which are paid to the teacher. Teacher also
sells things.
Many stars
Can also require
them to have a certain number of pesos per semester.
See
handout last page STUDENT ASSESSMENT He has them give him a report
card, they put their name or are anonymous
CLASS ENVIRONMENT
Also requests
comments
Asks students to put
their favorite activities in order
>>>>>>>>>>>>>>>>>>>>>>>>>>>>
AFTERNOON training
Instructors work
through fear and be willing to do the COCIs and the CWCAs.
They intend to do
these two tests, gather the data, take them to the state office and
ask them for more funding.
Davis
will meet again in October and do a district-wide assessment of the
CWCA. Will compare trained and non-trained teachers
>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>
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