Jenks Public Schools
World Language Programs
• Elementary Programs
and Instruction
• Intermediate Programs
and Instruction
• Secondary Options
Elementary
General Elementary World Language Instruction
• Spanish is the target language for elementary
instruction.
• State standard requires “awareness” of languages
other than English at this level.
• Jenks opts to focus on awareness in PK-3 and offer
formal instruction in Spanish beginning in 4th grade.
Optional World Language Programs
• East Elementary Dual Language
• Southeast Elementary Chinese Immersion
Intermediate
General Intermediate World Language Instruction
• Spanish instruction in 5th grade builds on formal
instruction that began in 4th grade. Students are also
introduced to the Chinese language.
• In 6th grade students may choose Spanish or
Chinese instruction.
• State standards allow for continuation of “awareness”
goal at this level, but Jenks opts for more intensive
instruction.
Optional World Language Program
East Intermediate World Language Program

Continues language experiences for students exiting elementary dual
language and immersion programs
Secondary World Language Study
Middle School World Language Offerings
• Chinese (Intro, Chinese I, II, III)
• French (Intro, French I)
• Latin (Latin I)
• Spanish (Intro, Spanish I, II, III)
Freshman Academy and High School World Language Offerings
• American Sign Language (ASL I, II, III)
• Chinese (Chinese I, II, III, IV, V, AP, Capstone)
• French (French I, II, III, AP Language,V)
• German (German I, II, III)
• Latin (Latin I, II, III, AP Language, Advanced Latin Literature)
• Spanish (Spanish I, II, III, IV, AP Language, AP Literature,
Capstone)
World Language Course Progression
Grade
Course
Elementary K-4
Dual Language or Chinese Immersion
Program
• 50 percent of day in target language
Intermediate 5-6
World Language Program
• 5th : one core subject block in target
language, weekly language study
• 6th Grade: Daily language study
• High school credit earned for either
Chinese I or Spanish I
Middle School 7-8
•
•
•
Daily language study
High school credit earned for Chinese II
and III or Spanish II or III
Separate sections offered for students
from immersion programs
Freshman Academy 9
•
Chinese IV or Spanish IV
High School 10-12
•
•
Chinese V, AP Chinese
AP Spanish Language, AP Spanish
Literature
Capstone Experience , Concurrent
Enrollment, or New Language
•
Intermediate Level Program Comparison
2015-2016
• Content-based language
study through math
(Chinese) or social studies
(Spanish)
• Daily language study
• No differentiation in
delivery method between
5th and 6th grades
2016-2017
• 5th grade content-based
language study through
science (Chinese) or social
studies (Spanish) and
weekly language study
• 6th grade daily language
study
• Proficiency targets will not
change.
Driving Forces For Program Delivery Changes
• Continue support for language immersion students as they
transition from initial programs to secondary language
study
• Reduce additional school-day time requirements for world
language students
• Capture cost savings equal to two teaching positions from
extended day program to reduce class sizes across
intermediate sites
• Allow students to branch out socially from elementary
peers
• Provide greater language learning opportunities for
students placed in upper-level math classes
• Provide content-based language study that is more
conducive to building character knowledge and vocabulary
acquisition for Chinese language learners
World Language Program
Standards and Guidelines
• American Council on the Teaching of Foreign
Language (ACTFL) standards and
proficiency guidelines
• Oklahoma World Language Standards
• Jenks Public Schools Curriculum Continua
• Jenks Public Schools World Language “CanDo” Statements
In recent years the ACTFL standards have become the
benchmark for world language programs across the
country. The Jenks “Can-Do” Statements and the 2015
Oklahoma state standards reflect ACTFL standards. The
world language curriculum committee is revising the
Jenks Continua this year to reflect these new standards.
Proficiency Targets
Jenks Grade Span Ending Targets for Students In Dual Language and
Immersion Programs
 4th Grade: Novice High
 6th Grade: Intermediate Low
 8th Grade: Intermediate High
 12th Grade: Advanced Mid
Assessments
Elementary World Language Programs
• ELLOPA and SOPA Oral Language Proficiency Assessments
• STAR Reading in English and Spanish
• Oral and Written Classroom Assessments
Intermediate World Language Program
• SOPA Oral Language Proficiency Assessments
• Jenks Public Schools “Can-Do” Statements (Based on ACTFL proficiency
levels)
• Oral and Written Classroom Assessments
Secondary World Language Courses
• AAPPL for Chinese Levels II and III (Grant funded)
• Jenks Public Schools “Can-Do” Statements (Based on ACTFL proficiency
levels)
• Oral and Written Classroom Assessments
• AP Exams
*The World Language Curriculum Committee, meeting this school year, is in the process
of identifying additional formative and summative assessments for world language study.
Can-Do Statement Examples
Can-Do Statements are grouped in to five categories: Interpersonal Communication,
Presentational Speaking, Presentational Writing, Interpretive Listening, and
Interpretive Reading.
Novice Low
(Interpersonal Communication)
Novice High
(Interpretive Reading)
I can answer a few simple questions.
 I can respond to yes/no questions.
 I can answer an either/or question.
 I can respond to who, what, when, where
questions.
I can understand simple information when
presented with pictures and graphs.
 I can understand some facts about the weather
when weather symbols are used.
 I can understand when someone describes
physical descriptions from a photo or an artwork.
 I can follow along with simple arithmetic problems
when I see the figures.
Novice Mid
(Presentational Writing)
I can fill out a simple form with some basic
personal information.
 I can fill out a form with my name, address,
phone number, birth date and nationality.
 I can complete a simple online form.
 I can fill out a simple schedule.
Intermediate Low
(Presentational Speaking)
I can talk about people, activities, events, and
experiences.
 I can describe the physical appearance of a friend
or family member.
 I can describe another person’s personality.
 I can talk with someone about school or work.
Can-Do Statement Examples
By high school graduation, the ACTFL proficiency target for students who began
intensive language study in elementary school is Advanced-Mid.
Interpersonal Communication
Interpretive Reading
I can communicate effectively on a wide
variety of present, past, and future events.
 I can give a clear and detailed story about
childhood memories, such as what
happened during vacations or memorable
events and answer questions about my story.
 I can give detailed descriptions about cultural
events and respond to questions about
them.
 I can talk about present challenges in my
school or work life, such as paying for
classes or dealing with difficult colleagues.
 I can discuss future plans, such as where I
want to live and what I will be doing in the
next few years.
I can understand general information on
topics outside my field of interest.
 I can understand the details about a police
report on a recent crime.
 I can understand the details of a job or
performance evaluation.
 I can understand the details of an article
about a sporting or cultural event.
Other Options For Supporting
Language Learning
• After school or summer offerings through
Jenks Community Education
• Increased access to reading materials in
the target languages in classroom libraries
and the media center
• Book fair offerings in Spanish and Chinese
• Mentoring/collaboration opportunities with
upper-level world language students
What questions may we answer?