Using the JCPS World Language Learning Materials
Our Learning Target
I can use unit assessments and accompanying rubric to
show students have met the Kentucky Standard for
World Language Proficiency.
I can access the JCPS World Language Documents
and use them in my classroom.
2. I can use the JCPS World Language Rubric to
evaluate student work.
1.
Learning Target:
I can access the JCPS World Language Documents and
use them in my classroom.
JCPS Documents on the Web
JCPS World Language Assessment
Documents
http://bit.ly/qYZOVr
My SkyDrive
http://bit.ly/pimsS0
Learner
Profile:
Beginning
Language
(Year 1)
st
1 Semester
Learner
Profile:
Developing
Language
(Year 2)
st
1 Semester
Learner
Profile:
Expanding
Language
(Year 3)
st
1 Semester
Beginning Language
Presentational Writing Assessment
Beginning Language
Presentational Writing Assessment
Learning Target
I can use the JCPS World Language Rubric to evaluate
student work.
Beginning Language
Presentational Writing Assessment
How would you rate these?
 Hi. I’m Liz. I’m 16 years old. I’m from Antarctica. My
phone is 938-4093. My birthday is April 4. Goodbye.
 Hey, my name is Liz. I’m 16 and my birthday is April 4.
My telephone number is 938-4093. What’s your
name? Goodbye.
 Hi. Me Liz. 16 years. I am from Antarctica. 938-4093.
Birthday 4 april. By.
Our Learning Target
I can use unit assessments and accompanying rubric to
show students have met the Kentucky Standard for
World Language Proficiency.
I can access the JCPS World Language Documents
and use them in my classroom.
2. I can use the JCPS World Language Rubric to
evaluate student work.
1.
E-mail and Links
 Alice Spagnola
alice.spagnola@jefferson.kyschools.us
JCPS World Language Assessment Documents
http://bit.ly/qYZOVr
My SkyDrive
http://bit.ly/pimsS0
What have JCPS teachers learned to do
to ensure student success?
 Focus on…
 Plan to reach…
 Assess students
according to…
Proficiency
Targets
What are the JCPS targets?
Level
Language Target
Beginning Language 1st Term
Novice Mid
Beginning Language 2nd Term
Novice High
Developing Language 1st Term
Novice High
Developing Language 2nd Term
Intermediate Low
Expanding Language
Intermediate Mid
Proficiency Levels
What's
proficiency?
Some rights reserved by Janrito Karamazov
Proficiency is not…
Proficiency is like…Pizza
You start eating at the point
of the pizza and there’s really
not much there. As you eat
more there is more and more
cheese (and toppings*) for
you to eat, until finally you
get to the crust and not
everyone eats that.
*All people don’t eat the same
toppings.
Proficiency is like…Pizza
You start eating at the
point of the pizza and
there’s really not much
there.
When you start learning a
language there’s very little
you can do with the
language because there’s
not much there.
Proficiency is like…Pizza
The farther up the pizza
slice you eat, the more
there is to eat.
The more language you
learn, the more you can do
with the language.
Proficiency is like…Pizza
Some people eat the crust
and some don’t.
Some people speak
language at the superior
level, and some never
achieve that (even in their
native language).
Proficiency is like…Pizza
Some people eat a cheese
pizza, others eat pepperoni,
while others eat only
veggies, and that’s ok.
When it comes to learning
a language, not everyone
learns the same
vocabulary, and that’s ok,
too.
Proficiency is like…Pizza
Superior
Advanced
Intermediate
Novice
Proficiency Levels - Novice
I can…
•use words to provide
basic information.
•use lists of words,
memorized phrases and
occasionally a short
sentence when I respond
to simple questions.
•be understood with
difficulty by someone
accustomed to a language
learner.
Novice Writing Sample
Because me want the learn at America. I come to
America by airplane. My granmather go to the America
very longtime. I come with my granmather and my father.
I come to America. Me see the America. America is the
beautiful. But me miss the Thailand and my mather. I
learn for future.
Taken from Teaching Language
in Context Workbook,
Elizabeth Rieken,
Heinle & Heinle Publishers, 1993
What’s going on in the sample?
•Writer can use simple simple structure and familiar
vocabulary to express basis autobiographical information
•Sentences are short; consist mainly of memorized material
that writer cannot use creatively yet
•No attempt to connect sentences to create more cohesion
•Writing has a number of inaccuracies
Proficiency Levels - Intermediate
I can…
•use words and expressions from
topics related to daily activities
and personal environment.
•use simple sentences and
strings/series of sentences, mostly
in present tense with occasional
past and future usage when I:
•participate in a conversation
•ask and answer questions
• participate in a transactional
situation (ex. ordering food,
buying clothes, getting
tickets)
•easily be understood by someone
accustomed to a language learner.
Intermediate Writing Sample
The task was to write about what the student would do if he or she were the parent of a
student who was in trouble at school for fighting and lying.
If I am the parent—first thing I don’t get mad—because
the boy’s 5 or 6 year’s old is not a crazy. he just want a
fun. I try to find out the answer. Why he make that story
and tell him you mabe that story is wrong. You can’t do
that again.
Taken from Teaching Language
in Context Workbook,
Elizabeth Rieken,
Heinle & Heinle Publishers, 1993
What’s going on in the sample?
•Some evidence of conscious organization but little cohesion
•Writer has gone beyond memorized material, creating
sentences to form a simple narrative
•Present tense not fully controlled; past tense beginning to
emerge
•Vocabulary is limited and many syntactic errors
•Native speaker used to dealing with foreigners could get the
gist