THE STATE EDUCATION DEP - PDF document

1 THE STATE EDUCATION DEP THE UNIVERSITY O
THE STATE EDUCATION DEP THE UNIVERSITY OF THE STATE OF NEW YORK I NTRODUCTION Regents.............................................................2Acknowledgements........................................3Foreword..........................................................4This document is a work in progress. PartsII and III, in particular, are in need of furthermance tasks for these sections. Inquiries regardingsubmission of materials should be directed to: TheLanguages Other Than English Resource Guide,12234 (tel. 518-474-5922). Bonjour Privet THE UNIVERSITY OF THE STATE OF NEW YORKC ARL T. H AYDEN , Chancellor,A.B., J.D. ...........................................................................ElmiraL OUISE ,BaysideJ ORGE L. B J. E DWARD M EYER ,B.A., LL.B. .........................................................................................ChappaquaR. C ARLOS C ARBALLADA , Chancellor Emeritus

2 ,A DELAIDE L. S ANFORD , B.A., M.A., P.D
,A DELAIDE L. S ANFORD , B.A., M.A., P.D. .........................................................................HollisD IANE OÕN EILL M C G IVERN , B.S.N., M.A., Ph.D. ...........................................................Staten IslandS AUL B. C OHEN , B.A., M.A., Ph.D...................................................................................New RochelleJ AMES C. D AWSON , A.A., B.A., M.S., Ph.D. ....................................................................PeruR OBERT M. B ENNETT ,R OBERT M. J OHNSON ,P ETER M. P RYOR ,B.A., LL.B., J.D., LL.D. .......................................................................AlbanyA NTHONY S. B OTTAR M ERRYL H. T ISCH ,B.A., M.A. ..........................................................................................H O. L EVY , B.S., M.A. (Oxon.), J.D. .....................................................................New YorkE NA

3 L. F ARLEY President of The University a
L. F ARLEY President of The University and Commissioner of EducationR ICHARD Chief Operating OfficerR ICHARD H. C ATE J A. K ADAMUS Assistant Commissioner for Curriculum, Instruction, and AssessmentE DWARD T. L ALOR Coordinator of Curriculum and InstructionR OSEANNE D E F ABIO A c c e s s ,Room 152, Education Building, A l b a n y, NY1 2 2 3 4 . 2Languages Other Than English Acknowledgments3AcknowledgmentsMany State Education Department staff members have made significant contributions to theLanguages Other Than English Resource Guide. Edward Lalor and Roseanne DeFabiooriginatedthe concept of the resource guides and served as primary motivating forces in its development.Mary Pillsworth, Patricia Webster and Judith Golombiski reviewed and selected materials forinclusion in Parts I and III of the document and offered their subject area expertise to the overalldocument. Anne Schiano, Jeanette Canaday,

4 and Virginia Hammerdeveloped and coordi
and Virginia Hammerdeveloped and coordinatedthe process used to request and review learning experiences from teachers across the State,many of which appear in Part II. John Maryanopolis, Jan Christman, Major Capers, andPatricia Mulligancontributed their creative and technical capabilities to the overall design ofthe Resource Guide. Edith Toohey andPatricia Webster served as coordinating editors.Joseph McDonald, Judith Pelchat, Mary Newman, and Nancy Mohr,from the Annenbergare commended for their contributions:Fay AbernethyNancy BarnettCarol BartMichelle BloomElizabeth BillingsMargaret BruciaGert CapponiMichelle CashionFrancine CollierSuzanne CrowleyDeborah C. DeckerKarolina FeroRosine GardnerSuzanne GeogheganEllen LambRosaria LivecchiKathi LohrmanElaine Albero MossGale MunsonDiana MusichKay PanekDavid R. PellegrinoMary RatzerSeiko RhoneDaniel SaittaDawn A. Santiago-MarulloDeborah VogelLorraine Whi

5 ttington Ò 4Languages Other Than Englis
ttington Ò 4Languages Other Than EnglishForewordments:1.Setting clear, high expectations/standards for allstudents and developing an effectivemeans of assessing student progress in meeting the standards;2.Building the local capacity of schools/districts to enable allstudents to meet stan-dards; and3.Making public the results of the assessment of student progress through schoolreports.The learning standards approved by the Board of Regents reflect the intensive, collaborativework conducted over the past few years by the State Education Department and by nationalLearning standards have two primary dimensions. Content standardsdescribe what stu-dents should know, understand, and be able to do. Performance standards define levels of stu-dent achievement pertaining to content. However, the teaching and learning which takes placein between is the heart of the matter. This addressess opportunity to learn

6 standardsand is, per-haps, the most cru
standardsand is, per-haps, the most crucial element of the entire process.Classroom teachers have a tremendous challenge. They must bring reality to the teachingand learningprocess in order to assure that allof their students will perform at higher levels.They also have a wonderful opportunity for both professional and personal growth. Numberlessoccasions are available for teachers to really examine their instructional practice, to share what itis they do each day with their students, to work in collaboration with other teachers and stu-Making Sense of an Uncertain Craft(TeacherÕs College Press,1992), Joseph McDonald statesthat:ÒReal teaching. . .happens inside a wild triangle of relationsÑamong teachers,based teaching and learning, and to offer examples of resource/research materials which canserve to inform local curriculum development. The standards define the points of the triangle;they are

7 the starting point. Assessments are sim
the starting point. Assessments are simultaneously ends and beginnings; they serveboth as benchmarks to ascertain what and how well students are learning and as springboardsfor further teaching and learning. Real teaching shifts continuously in response to the needs ofstudents as they strive to understand the content and to demonstrate their understanding in avariety of assessment contexts. Foreword5tion of all students into the total school program. The standards in the framework apply to allstudents, regardless of their experiential background, capabilities, developmental and learningdifferences, interests, or ambitions. Aclassroom typically includes students with a wide range ofaccommodations or adaptations of instructional strategies and materials to enhance their learn-ing and/or adjust for their learning capabilities.The Languages Other Than English Resource Guidehas been conceptualized usin

8 g these philo-sophical bases. The conten
g these philo-sophical bases. The content has been selected to address important aspects of the teaching and IntroductionPart I: Implementing the Learning Standards for the Languages Other Than English: Curriculum and Instructional MaterialsTeaching to the Standards: A Collection of Learning ExperiencesPart III:Assessing the Standards: Assessment Strategies and Models Introduction7their work with colleagues and receive useful feedback to inform their own practice and (2) togenerate additional learning experiences for inclusion in future editions of the Guide.The final version of Languages Other Than English Resource Guidewill be availablethrough your local school district. It will be available in hardcopy or on Compact Disc for use onCDRom. It is now on the Internet at the following address:http://www.nysed.govThe State Education Department expresses appreciation to all who have contributed to thep

9 reparation of this document. Many people
reparation of this document. Many people have worked long and hard to bring this ResourceGuide to our Languages Other Than English colleagues and to all teachers. Special thanks to JillCrooker who served as the Languages Other Than English consultant/coach for the project. JillÕs THE STATE EDUCATION DEP THE UNIVERSITY OF THE STATE OF NEW YORK P ART I.1State............................................................12Local...........................................................30NOTE:This document is a work in progress. PartsII and III, in particular, are in need of furthermance tasks for these sections. Inquiries regardingsubmission of materials should be directed to: TheLanguages Other Than English Resource Guide, Bonjour Privet 2Languages Other Than EnglishLanguages Other Than English: A Rationale For All Students C ommunication skills and cultural understandings for all students are the sta

10 ndards forLanguages Other Than English.
ndards forLanguages Other Than English. Attainment of these goals serves several purposes: nto develop the ability to communicate with native speakersnto provide an entree into many aspects of another culturento develop skills that will be needed in the world of worknto cultivate the development of a firm foundation for lifelong learning. The study of another language enablesstudents to understand a different cul-ture on its own terms. The exquisite connec-tion between the culture that is lived and thelanguage that is spoken can only be realizedby those who possess a knowledge of both.American students need to develop an aware-ness of other peopleÕs world views, of theirunique way of life, and of the patterns ofbehavior which order their world, as well aslearn about contributions of other cultures tothe world at large, and the solutions they offerto the common problems of humankind. Suchawareness

11 will help combat the ethnocentrismthat o
will help combat the ethnocentrismthat often dominates the thinking of ouryoung people.Standards for Foreign Language Learning: Ò S o u rce: P reliminary Draft Framework for Languages Other Than English. 4 Curriculum Essentials3Languages Other Than English: Areas of Study W nModern LanguagesnLatinnAmerican Sign LanguagenNative American Languages.Sequences in any of these areas will satisfy the requirements for a Regents diploma.ing is the most important skill that students acquire, for reading is the vehicle through whichcommunication with the ancient world is possible. It is also the tool, along with writing, throughwhich students become more aware of their own and otherlanguages.American Sign Language is a visual-gestural language,devoid of voice, and it does not have a written form. It isgoverned by sign production, registers, and nonmanualgrammar using facial and body signals. The emphasis on

12 communication is applied in situations c
communication is applied in situations characterized asreceptive, expressive, and interactive.The primary purpose of instruction in Native Languages is to teach Native American chil-dren how to speak their own languages and to ensure that these languages do not becomeextinct. These languages have been historically in the oral tradition, and there is no intent tomove away from that tradition. It is only in the past 20 years, with the introduction of NativeAmerican Language programs in the schools, that a writing system has been developed. EachNation will have to decide to what extent a writing system will be used in instruction.the competencies appropriate for each.Adapted from Learning Standards Other Than English M‡s vale saber quehaber. Ò 4Languages Other Than EnglishCharacteristics of Effective ForeignLanguage Instruction T he National Association of District Supervisors of Foreign Langua

13 ge has identifiedCharacteristics of Effe
ge has identifiedCharacteristics of Effective Foreign Language Instruction which can serve as a good sum-mary to a proficiency-oriented philosophy of second language instruction. These guide-lines are shared in the belief that they provide a basis for common understanding and communi-cation among evaluators, observers, and practitioners in foreign language classrooms.ATop 10 x 2 List = 20 Effective Characteristics of ForeignLanguage InstructionnnThe teacher provides opportunities to communicate in the target language in meaning-ful, purposeful activities that simulate real-life situations.nSkill-getting activities enable students to participate successfully in skill-using activities.Skill-using activities predominate.nTime devoted to listening, speaking, reading, and writing is appropriate to course objec-tives and to the language skills of the students.nCulture is systematically incorporated into

14 instruction.nThe teacher uses a variety
instruction.nThe teacher uses a variety of student groupings.nMost activities are student-centered.nnAssessment, both formal and informal, reflects the way students are taught.nStudent tasks and teacher questions reflect a range of thinking skills.nInstruction addresses student learning styles.nStudents are explicitly taught foreign language learning strategies and are encouragedto assess their own progress.nThe teacher enables all students to be successful.nThe teacher establishes an affective climate in which students feel comfortable takingrisks.nnThe physical environment reflects the target language and culture.nThe teacher uses the textbook as a tool, not as curriculum.nThe teacher uses a variety of print and nonprint materials including authentic materials. nnThe teacher engages in continued professional development in the areas of language Adapted from: Sandrock, Paul and Yoshiki, Hisako. .

15 WisconsinDepartment of Public Instructio
WisconsinDepartment of Public Instruction, Madison, Wisconsin, 1995. The Five CÕs of Foreign Language T he Standards for Foreign Language Learning: Preparing for the 21st Century offers a vision offoreign language instruction that links five goal areas: communication, cultures, connec-tions, comparisons, and communities. All of these areas are woven into the two Newis the heart of sec-ond language study, whether the communication takesplace face-to-face, in writing, or across centuriesthrough the reading of literature.Through the study of other languages, studentsgain a knowledge and understanding of the culturesthat use that language and, in fact, can-not truly master the language until they have alsomastered the cultural contexts in which the languageoccurs.Learning language provides connectionsto additional bodies of knowledge that may beunavailable to the monolingual English speaker.Through co

16 mparisonsand contrasts with the language
mparisonsand contrasts with the language being studied, studentsat home and around the world in a variety of contexts and in culturallyappropriate ways. Adapted from: The Standards for Foreign Language Learning: Preparing for the 21st Century, NationalStandards in Foreign Language Education Project, 1996. ComparisonsConnections 6Languages Other Than EnglishThe nd C: CultureWhat is Culture? ADiscussion from the National Standards T he term ÒcultureÓ is generally understood to include the philosophical perspectives, thesophical perspectives that form the world view of a cultural group. It also shows how thesethree components of culture are closely interrelated.Because language is the primary vehicle for expressing cultural perspectives and participat-ing in social practices, the study of a language provides opportunities for students to developexpressed through that language. It is important

17 that students become skilled observers
that students become skilled observers andanalysts of other cultures.In the last few decades, members of the foreign language profession have tended to divideculture into two bins: ÒBig CÓ (formal) and Òlittle cÓ (daily life) cultures. Most teachers werecomfortable with the concept of ÒBig CÓ(formal) culture, which required some knowledge of theelite culture. The Òlittle cÓ (daily life) culture bin included those aspects of daily living studiedby the sociologist and the anthropologist: housing, clothing, food, tools, transportation, and allthe patterns of behavior that members of the culture regard as necessary and appropriate. ThisÒBig CÓ (formal), Òlittle cÓ (daily life) division was valuable initially because it drew attention to 2 Adapted from: The Standards for Foreign Language Learning: Preparing for the 21st Century, NationalStandards in Foreign Language Education Project, 1996.

18 PERSPECTIVES(Meanings, attitudes, value
PERSPECTIVES(Meanings, attitudes, values, ideas)PRACTICESPRODUCTS(Patterns of social (Books, tools, foods,interactions)laws, music, games) Curriculum Essentials7the sociological components of culture that in the past had been virtually ignored in textbooksvitally important for students at all levels of language learning, they are viewed as inseparablein this document.LIVE IN THE CULTURE.The Specific Role of Second Language StudyThe enduring dimension of cultural study is the actual participation in the exchange ofinformation and ideas among members of various cultures using the foreign language. While agreat deal of information about other cultures can be gained through the study of other disci-plines, such as the social sciences and the arts, only second language study empowers learnersto engage successfully in meaningful, direct interaction, bothorally and in writing, with members of other cultu

19 res. Theperspectives, practices, and pro
res. Theperspectives, practices, and products of cultureÑbe they his-torical or contemporaryÑcan be shared in a special way withunderstanding. Standard Cultural UnderstandingAdiscussion from the New York State LearningStandardsStudents will develop cross-cultural skills and understandings.guage other than English requires learners to adapt their communicative strategies to the cul-tural contexts of that language, and in addition, it provides an opportunity for them to shareinformation, experiences, and perspectives across cultures. . . . Successful cross-cultural com-munication depends on peopleÕs ability to adapt to the cultural contexts within which theycommunicate. Knowledge of cultural differences and similarities is an essential element ofsecond language learning.similar to these.Adapted from: Preliminary Draft Framework for Languages Other Than English. 2 Vek xivi, vekucish. Ò Linking th

20 e LOTE Standards to the Curriculum T he
e LOTE Standards to the Curriculum T he Learning Standards for Languages Other Than English offer teachers the opportunityto examine the teaching and learning process in order to establish links between the stan-dards, local curriculum, and classroom practice. The chart below suggests some specificstrategies which teachers can use to establish these critical links. 8Languages Other Than English SKILLHOW TO LINKListeningprovide students with opportunities to listen to authentic speechprovide students with opportunities to listen to teacher and peersprovide students with instruction that will enable them to detect emotional over-tones and nuancesuse technology to provide opportunities for students to listen to their own speech.Speakingprovide opportunities to engage in discussion with native speakers on a broadrange of topicsprovide opportunities for students to initiate conversationprovide opportuni

21 ties for informal conversation with teac
ties for informal conversation with teacher and peersprovide students with culturally appropriate vocabulary and nonverbal cuesprovide opportunities to discuss songs, stories, and excerpts from literature in thetarget language.Readingprovide information from short notes or brief messages derived from authenticmaterial such as advertisements, newspapers, magazines, posters, etc.provide selected short stories, feature articles, editorials, pamphlets, etc.provide a broad range of literature, including prose and poetry, from the target lan-guageprovide the tools, such as dictionaries and other reference material, that will enablestudents to pursue independent reading.Writingprovide opportunity to compose short, informal notes and messages for membersof the target cultureprovide a simple structure with a range of tensesprovide opportunity to compose personal and business letters, journals, and shortrepo

22 rts expressing personal opinionsprovide
rts expressing personal opinionsprovide opportunity to write creative text, prose, and/or poetry. Curriculum Essentials9 SKILLHOW TO LINKCross-Culturalfamiliarize students with the cultural features (body language, gestures, perceptionof time, and folklore) in the target society or societiesprovide opportunities, either directly or through the use of technology, for interac-tion with members of the target cultureprovide opportunities for students to draw comparisons with their own society andother societiesemphasize the aspects of culture most closely related to the comprehension andproduction of language. Adeo in teneris conseuscere multum est. Ò Proficiency Levels P roficiencies are the descriptions of competence in all the skill areas of language learning:listening, speaking, reading, writing, and understanding of culture. They describe theHow Wellstudents are learning. Because learning a langu

23 age other than English maybegin at any t
age other than English maybegin at any time, proficiencies are keyed to checkpoints which are neither age nor grade spe-cific. Checkpoints are measured at three distinct intervalsÑA, B, and CÑwhich can occur at anypoint in the K-12 continuum, instead of elementary, intermediate, or commencement levelswhich traditionally implied specific grade levels. Achievement of learning standards at anycheckpoint varies according to:nage when students begin studynfrequency and length of lessonsnstudentÕs previous experience with second language learningnmotivation. Adapted from Learning Standards Other Than English CHECKPOINT ACHECKPOINT BCHECKPOINT C *usually achieved after twousually achievedusually achieved after units of studyafter three years of studyone year of study beyond Regentsconsidered way stationperformance level expected toadvanced level attainedenroute to proficiencyattain Regents diplomaon an

24 elective basismeasured by a proficiency
elective basismeasured by a proficiencymeasured by Regents measured by advance examination (State or local)Comprehensiveplacement examination Examination(or other) The performance indicators which support the standards at each level of proficiency are listed inPart IV of this Resource Guide.SPECIALNOTE ABOUT BILINGUALSTUDENTS: Programs in a language other thanEnglish provide an excellent opportunity for students who are native speakers of another lan-guage taught in the school to:nmaintain and enhance proficiency in their native languagenextend the range and control of written and spoken forms of their own languagenreach advanced levels of proficiency in their own languages. Overview of Curriculum Development C urriculum development takes place at three distinct levels: State, local or district, and theinvolves planned, sequential activities requiring the commitment of time, and human financialres

25 ources from the district.The total progr
ources from the district.The total programÑarticulated at the local levelÑshould demonstrate how the curriculum Curriculum Essentials11 Adapted from: A l b a n y,NY.IIIIIICLASSROOM* Standards* Awritten curriculum* Unit plans* Resource Guide based on State standards * Daily plans* Syllabi with district goals* Framework 12Languages Other Than EnglishScope and Sequence T he scope and sequence for Languages Other Than English is based on three componentswhich together form the What of communication. The What refers to the purpose andcontent of communicationÑthe functions, situations, and topics of the language learnerscommunicative tasks. These components apply in the study of all languages and together with aÑare essential in constructing learningnature of language acquisition, and because students progress from simple to complex and fromknown to unknown with increasing ease, suggested functions,

26 situations, and topics are listed inthe
situations, and topics are listed inthe charts at one or more Checkpoints. Adapted from: Modern Language for Communication, Latin for Communication, and American Sign Language forCommunication. LOTE 1 2 Checkpoints A,B,C________ FUNCTIONS (purpose)SITUATIONS (context)TOPICS(subject)SocializingListeningPersonal InformationProviding and Listening/SpeakingHouse and HomeObtaining InformationExpressing FeelingsReadingServicesGetting Others toWritingFamily LifeAdopt a Course ofActionCommunity/NeighborhoodPhysical EnvironmentEducationEarning a LivingLeisurePublic and Private ServicesShoppingTravelCurrent Events Curriculum Essentials/ Scope and Sequence/ State13FUNCTIONS¥Socializing:-greeting-leave-taking-introducing-thanking-apologizing¥Providing and obtaining information about:-facts-events-needs-opinions-attitudes-feelings¥Expressing personal feelings about:-facts-events-opinions-attitudes¥Gettin

27 g others to adopt a course of action by:
g others to adopt a course of action by:-suggesting-requesting-directing-advising-warning-convincing-praising ABCInformation and announcements from providers of common public services in face-to-face communications¥¥¥ Information (bulletins/announcements) provided over loudspeakers, radio, and television¥¥¥ Short presentations of interest to the general public given in person, on radio, or on television¥¥ Songs, live and recorded¥ Feature programs on television, in the movies, and on the radio¥ LISTENING/SPEAKING Interaction with providers of common public services* in face-to-face communications¥¥¥ Informal everyday conversations with individual peers and adults¥¥¥ Informal conversations with peers and familiar adults¥¥¥ Interaction with providers of common public services* by telephone¥¥ Group conversations among peers and familiar adults¥¥ Group discussions with peers¥¥

28 Informal presentations to groups of pee
Informal presentations to groups of peers and familiar adults¥¥ READINGInformation provided to the general public on forms, signs, billboards and posters, labels, programs, timetables, maps, plans, menus, etc.¥¥¥Announcements, ads, and short reports of general interest in newspapers, magazines, and other publications; short, informal notes¥¥¥ Simple business correspondence and pamphlets¥¥Facts, opinions, feelings, and attitudes in correspondence from acquaintances and friends (peers and adults)¥¥*Sales personnel, bank tellers, ticket agents, police, hotel personnel, etc. 14Languages Other Than English ABC Letters to the editor and feature articles from general-interest publications¥¥ Excerpts from poetry and prose for cultural appreciation¥¥ WRITING Forms to be filled out for the use of common public services¥¥¥ Informal notes for communications in everyday life situationsÂ¥Â

29 ¥Â¥ Brief reports describing simple situ
¥Â¥ Brief reports describing simple situations and sequences of events¥¥ Personal letters to acquaintances and friends (peers and adults)¥¥ Formal letters to agencies, institutions, and businesses on topics of personal needs¥¥ Short samples of expository or creative writingÂ¥TOPICS 1. PERSONALIDENTIFICATIONABC Biographical Information age¥¥¥ nationality¥¥¥ address and telephone number¥¥¥ family¥¥¥ occupation¥¥¥ place and date of birth¥¥¥ Physical Characteristics height¥¥¥ weight¥¥¥ complexion¥¥¥ facial features¥¥¥ body shape¥¥¥ color of hair/eyes¥¥¥ disabilities¥¥¥ Psychological Characteristics character¥¥¥ personality¥¥¥ likes and dislikes¥¥¥ tastes and interests¥¥¥ 2. HOUSE AND HOME Types of Lodging house¥¥¥ apartment¥¥¥ rental/ownership¥¥ Curriculum Essentials/ Scope and Sequence/ State15 ABC Rooms and Other Lodging Components id

30 entification¥¥¥ size/function¥¥¥ f
entification¥¥¥ size/function¥¥¥ furnishings¥¥¥ garden/terrace/balcony¥¥¥ appliances¥¥ 3. SERVICES repairs¥¥ public utilities¥ deliveries¥ ¥¥¥ activities¥¥¥ roles and responsibilities¥¥ rapport among family members¥ 5. COMMUNITY/NEIGHBORHOOD common activities¥¥¥ local stores/facilities¥¥¥ recreational opportunities¥¥¥ responsibilities/expectations¥ rapport among members of the community¥ 6. PHYSICALENVIRONMENT Physical Features big city¥¥¥ small town¥¥¥ village¥¥¥ suburb¥¥¥ country¥¥¥ geography of area¥¥¥ Climate and Weather seasons¥¥¥ temperature/precipitation/wind¥¥¥ natural catastrophes¥¥ flora and fauna¥¥ impact on human life¥ Quality of Environment opportunities for recreation and entertainment¥¥¥ ecology¥ 16Languages Other Than English ABC economy¥ aesthetics¥ 7. MEALTAKING/FOOD/DRINK Types of Food and Drink everyday

31 family fare¥¥¥ regional and national
family fare¥¥¥ regional and national specialties¥¥¥ fast food¥¥¥ food and drink preparation¥¥¥ special occasion menus¥¥ Mealtime Interaction regular family meals¥¥¥ eating with friends/relatives¥¥¥ eating out¥¥¥ socializing in public establishments¥ identification¥¥¥ care¥¥ Illness and Accidents symptoms of illness¥¥¥ medical services/treatment¥¥ insurance/social services¥ 9. EDUCATION Secondary School Organization types of schools¥¥¥ subjects¥¥¥ schedule/school year¥¥¥ programs¥¥ content¥¥ examinations/grading¥¥ diploma¥ studentsÕ organizations¥ School Life extracurricular activities¥¥¥ relationships among students¥¥ relationships between staff and students¥¥ discipline¥¥ roles/responsibilities/ expectations¥ Curriculum Essentials/ Scope and Sequence/ State17 ABC Educational System structure¥ personnel¥ societyÕs needs/expectation

32 s¥ 10. EARNING ALIVING Types of Employ
s¥ 10. EARNING ALIVING Types of Employment commonly known occupations¥¥¥ summer/part-time employment¥¥ volunteer work¥ Work Conditions preparation/training¥¥ work roles/responsibilities¥¥ remunerations/benefits¥¥ relations with colleagues and employer¥ Major Issues in Employment job market situation¥ new trends in employment¥ labor/management relations¥ 11. LEISURE ¥¥¥ weekends¥¥¥ holidays¥¥¥ vacations¥¥¥ Activities hobbies/sports/other interests¥¥¥ use of media¥¥¥ organizations and facilities¥¥ cultural resources¥¥ Special Occasions religious events¥¥¥ traditions and customs¥¥¥ family occasions¥¥¥ telephone¥¥¥ mail¥¥¥ telegram¥¥ 18Languages Other Than English ABC Government Agencies post office¥¥¥ customs¥¥ police¥¥ embassies and consulates¥ Finances banks¥¥ currency exchange offices¥¥ 13. SHOPPING Shopping Facilities and Produ

33 cts shopping centers¥¥¥ specialty sho
cts shopping centers¥¥¥ specialty shops¥¥¥ neighborhood merchants¥¥¥ department stores¥¥¥ markets¥¥¥ mail-order companies¥¥ Shopping Patterns time (opening hours. . .)¥¥¥ currency¥¥¥ interaction with sales staff¥¥¥ staples and everyday purchases¥¥¥ modes of payment¥¥ weights/measurements/sizes¥¥ ¥¥¥ advertisements¥¥ consumer publications¥ labels/information brochures/directions¥ ¥¥¥ maps¥¥¥ timetables and fares¥¥¥ signs and instructions¥¥¥ interaction at ticket counters¥¥¥ advertisements/promotional information¥¥¥ itinerary¥¥ interaction at travel agencies¥¥ travel information agencies¥ Curriculum Essentials/ Scope and Sequence/ State19 ABC Lodging youth hostels¥¥ camping/caravanning¥¥ hotels and pensions¥¥ private guest arrangements¥¥ ¥¥ activities¥¥ 15. CURRENT EVENTS Political, Social, and Economic Aspects miscellaneous

34 news¥¥¥ political parties¥¥ present
news¥¥¥ political parties¥¥ present governments¥¥ current political issues¥¥ current economic issues¥¥ general description of society¥¥ executive, legislative, and judicial¥ status of the economy¥ trends in the economy¥ social classes and their relations¥ social programs¥ current social issues¥ Cultural Aspects arts (theater/cinema/music)¥¥¥ people in the arts¥¥¥ special events¥¥¥ institutions/facilities¥¥ historical and artistic sites¥¥ folklore¥¥ trends¥ ¥¥ influence of one country on another¥ cultural links¥ economic relations¥ governmental relations¥ individual perceptions¥ COMPONENTS OF COMMUNICATIONTopics T he following listing of expected learning results by components of communication pro-vides an overview of topics, situations, functions, and proficiencies. These lists should bethe basis for the coordination and articulation of a total program. The

35 y are the basis for theselection of mate
y are the basis for theselection of materials consistent with Latin for communication. They illustrate a spiraling pro-gression of knowledge and skill built on previous knowledge and practice. The lists of the com-ponents of communication provide an outline description of student learning results, the basiscultural understandings.One of the components of any act of communication is the topic on which the communica-tion occurs. Ashort letter of Cicero might contain twelve topics, such as names, health, character,tion devoted to them at any given time or level. Aprogressive spiraling or accumulation ofknowledge about each of the given topics occurs over the whole course of study.The purpose of the following list is to offer common topics of reading in Latin and to sug-gest a point at which some accumulated knowledge about each can be expected to be demon-strated. Most of the topics will be introduced

36 at the earliest stage of language devel
at the earliest stage of language development(prior to Checkpoint A) and will continue to be presented and expanded at subsequent levels(prior to Checkpoints B and C respectively).While the list of topics is meant primarily as an analysis of communication in the readingsituation, it also serves as a list of topics of communication in the situations of listening, speak-ing, and writing, and of situations in which English as well as Latin is the medium of communi-cation.The topics have been arranged partly to correspond with the studentÕs world but, more fun-The assignment of topics to specific checkpoints is an indication of when a minimum bodyof knowledge is to be accumulated; it is not an indication of the entry level for a topic. 20Languages Other Than English LOTE 1 2 LATIN ABC names ¥¥¥ sex ¥¥¥ age ¥¥¥ nationality ¥¥¥ occupation ¥¥¥physical characteristics and parts of the body

37 ¥¥¥ health ¥¥¥ ABC clothing ¥¥Â
¥¥¥ health ¥¥¥ ABC clothing ¥¥¥ character ¥¥¥ House and family house ¥¥¥ apartment ¥¥¥ country home ¥¥¥ rooms ¥¥¥ Curriculum Essentials/ Scope and Sequence/ State21 ABC furnishings ¥¥¥ garden ¥¥¥ family members ¥¥¥ birth ¥¥¥ childhood ¥¥¥ coming of age ¥¥¥ marriage ¥¥ family life ¥¥ death and funerals ¥ Physical environment geography ¥¥¥ topography ¥¥ city and town ¥¥¥ province and country ¥¥ weather ¥¥¥ natural catastrophes ¥¥ plants and animals ¥¥¥ calendar ¥¥ time ¥¥ Meal taking, food, and drink everyday family fare ¥¥¥ banquets ¥¥¥ Educational system number system ¥¥¥ school life ¥¥¥ structure and curriculum ¥¥ literature ¥¥ oratory and rhetoric ¥¥ philosophy ¥ Earning a living occupations ¥¥¥ preparation and training ¥¥ Leisure recreation and baths ¥¥¥ athletics ¥¥¥ holidays ¥¥¥ circus ¥¥¥

38 arena ¥¥¥ theater ¥ ABC Travel road
arena ¥¥¥ theater ¥ ABC Travel roads ¥¥¥ modes of travel ¥¥ inns ¥¥ host-guest ¥¥ mail and letter writing ¥¥ Politics and government personalities ¥¥¥ government organization ¥¥ public services (sewers, aqueducts, and bridges) ¥¥ political issues ¥¥ the military ¥¥ law ¥¥ Social structure and economic life class structure ¥¥¥ shops ¥¥¥ commerce and trade ¥¥ coinage ¥ Religion deities, functions, and attributes ¥¥¥ traditions and customs ¥¥¥ festivals ¥¥¥ religious events ¥¥ augury ¥ sacrifice ¥ Architecture and art buildings ¥¥¥ sites and city planning ¥¥ sculpture ¥ painting ¥ mosaics ¥ Myths and legends gods and goddesses ¥¥¥ heroes ¥¥¥ traditional oral tales ¥¥¥ meaning and interpretation¥ 22Languages Other Than EnglishSituationsLatin is a classical language that was but no longer is generally spoken in everyday situationsand

39 one that has exerted a great influence o
one that has exerted a great influence on the Romance languages and English. In teachingand learning Latin, communicative skills of three sorts should be developed:1.skills in Latin,2.skills involving Latin and Englishat work together,3.skills in Englishthat have been influenced by Latin.Communicative skills have been defined as receptive skills (listening and reading)answering questions, and oral interpretation of texts. Actual interaction on the listen-ing/speaking level will generally be limited to questions, answers, and basic conversa-tions in the classroom, all employed as supports to the reading skill. As study of the lan-guage progresses, emphasis will shift to reading of passages aloud and development ofskills in oral interpretation of literary texts. Attention needs to be focused on the wayswill be developed. Communication in the situations of reading, writing, listening, and speakingwill

40 be truly bilingual and cross-cultural.L
be truly bilingual and cross-cultural.L a t i n, pro-Latin and EnglishE n g l i s hhas been influenced by the language and cul-t u re of the Romans. This flow is shown in the table below with appropriate shading. est veritas etpraevalebit. Ò CROSS-CULTURALTRANSFERSituations ReadingABCReads with understanding Latin composed for acquisition of content and/or language skills ¥¥¥ Reads with general and specific comprehension adapted Latin authors ¥¥ Reads with general and specific comprehension Latin prose authors ¥¥ Reads with general and specific comprehension Latin authors of poetry ¥ Reads Latin phrases and abbreviations in inscriptions, monuments, and records ¥¥¥ Reads Latin phrases and abbreviations used in English¥¥¥ Reads with understanding words of Latin origin in English ¥¥¥ Listening Recognizes classical or ecclesiastical pronunciation ¥¥¥ Understands spoken Latin in c

41 lassroom situations ¥¥¥ Understands L
lassroom situations ¥¥¥ Understands Latin phrases used in English ¥¥¥ Understands English words and ideas associated with classical origins ¥¥¥ Curriculum Essentials/ Scope and Sequence/ State23 ABC Speaking Produces orally the classical or ecclesiastical sound system ¥¥¥ Reads prose aloud ¥¥¥ Reads poetry aloud ¥ Uses Latin with peers and teacher in classroom situations ¥¥¥ Uses Latin terms in English speech and conversation ¥Uses conversational and formal English that incorporates Latin elements (prefixes, bases, and suffixes) ¥¥ Writing Writes Latin responses to oral or written stimuli ¥¥¥ Writes in English the general or specific meaning of Latin passages ¥¥¥ Writes English that incorporates Latin elements (prefixes, bases, and suffixes) ¥¥ ¥FunctionsFunctions denote the purposes of communication. In the study of Latin, there are two basicfunctions: to communicat

42 e in Latinand to improve communication i
e in Latinand to improve communication in English. The communica-tion in Latin will be primarily through reading to obtain information about facts, events, opin-ions, attitudes, and feelings and to gain access to literary texts. The communication in Englishmay involve any of the four skills (reading, listening, speaking, writing) as well as the elementof cultural awareness.For example, in order to learn facts and events, a student may read in Latin an adapted ver-sion of LivyÕs account of how Pyrrhus defeated the Romans. That reading will facilitate commu-nication in English when the student later hears the expression ÒPyrrhic victoryÓ used in a his-tory class.The following functions are basic to Latin for communication: ABCTo gain information in Latinabout: facts ¥¥¥ events ¥¥¥ opinions ¥¥ attitudes ¥ feelings ¥ To gain access to literary texts in Latin¥To aid communication in Englis

43 hthrough: language skills ¥¥¥ content
hthrough: language skills ¥¥¥ content and idea ¥¥¥ style Â¥ …gwehšwe:ka:? … gwehšwe:ka:? Native Language for Communicationoffers an opportunity to learn about theculture of the …gwehš:weh people through the study of their language. The eightNative Nations in New York StateÑthe Onondaga, Mohawk, Seneca, Oneida, Cayuga,in Seneca. Their languageÑ…gwehšwe:ka:?Ñis theirconnection to their community and to the world. Language is inseparable from culture and is aliving part of oneÕs being. …gwehšwe:ka:? languages have historically been oral traditions, how-ever, the teaching of these Native languagesÑso that activities in listening, listening/speaking,reading, and writing are regularly includedÑallows for a natural alignment with the two learn-ing standards focusing on communication and the development of cross-cultural skills and. The fol-lowi

44 ng sample daily lesson plan focuses on e
ng sample daily lesson plan focuses on exchanging greetings and biographical informationand is shared as an example of a way to address the component topic of Personal Identificationinan …gwehšwe:ka:? classroom.for checkpoints A, B, and C.This sample daily lesson plan was developed by staff members of School 19, Buffalo. The topic isPersonal Identification. The focus is on greetings and biographical information.SAMPLE DAILYLESSON PLANFUNCTIONGetting students to adopt a course of action by socializing; greetings.SITUATIONInformal everyday conversations with peers and adults. Greeting a person and telling oneÕsname, age, clan, and place of residence.TOPICPersonal IdentificationBiographical InformationPROFICIENCIESListening and Speaking at Checkpoint A.LEARNINGOUTCOMEWhen greeted by teacher or peers, the student is able to understand and respond appropri-ately. 24Languages Other Than Englis

45 h LOTE 1 2 NATIVE Curriculum Essentials
h LOTE 1 2 NATIVE Curriculum Essentials/ Scope and Sequence/ State25ENABLINGOBJECTIVESGiven oral questions in the target language (Mohawk) about personal identification, the stu-dent is able to respond in the target language.INVENTORY OF USEFULVOCABULARYShekoniesaiatsnatewakoseriiakonOnenionkiatsoÕtarahenronwaiatsniwakitarotennahoteniontakiatsAkwesasneskenennkowaioianerakieINVENTORY OF USEFULGRAMMARPresent tense of: to live:kenakereInterrogative expression:Nahoten iesaiats?senakereSkennenkowak, Ken?ranakereKÕnise?ienakereOnniiotonhakie?kanakereKanonwe nisenakeTo natesoseriiakon?Learning Results: Components Functions, Situations, Topics, ProficienciesSituations-Native AmericanCheckpoints LISTENINGABCInformation and announcements from providers of common public services* in face-to-face communications¥¥¥Information (bulletins/announcements) provided over loudspeakers, radio, and television¥¥

46 ¥Short presentations of interest to the
¥Short presentations of interest to the general public given in person, on radio, on television¥¥ Songs and stories, live and recorded¥¥ Feature programs on television, in the movies, and on the radio¥ LISTENING/SPEAKINGInteraction with providers of common public services* in face-to-face communications¥¥¥ Informal everyday conversations with peers and adults¥¥¥Interaction with providers of common public services* by telephone¥¥ Group conversations and group discussions with peers and adults¥¥ Informal presentations to groups of peers and adults¥¥__________*nity. 26Languages Other Than EnglishCheckpoints ABC READINGInformation provided to the general public on forms, signs, billboards and posters, labels, programs, timetables, maps, plans, menus, etc.¥¥¥Announcements, ads, and short reports of general interest in newspapers, magazines, and other publications; short, inform

47 al notes¥¥¥ Simple business correspon
al notes¥¥¥ Simple business correspondence and pamphlets¥¥ Facts, opinions, feelings, and attitudes in correspondence¥¥ Letters to the editor and feature articles from general interest publications¥¥ ¥¥ Forms to be filled out for the use of common public services¥¥¥ Informal notes for communications in everyday life situations¥¥¥ Brief reports describing simple situations and sequences of events¥¥ Personal letters¥¥ Formal letters on topics of personal needs¥¥ Short samples of creative writing¥ Curriculum Essentials/ Scope and Sequence/ State27Outline for Planning a Unit of Instruction L anguage learning is a cumulative, spiraling process, and any communicative function canapply to a variety of situations and topics. Once the functions, situations, and topics areidentified, they can be combined in innumerable ways to provide the focus of a unit ofinstruction. The statement o

48 f learning results for a unit should del
f learning results for a unit should delineate the specific communica-tive task that students will be able to perform because of instruction. The statement should beline.The following schematic represents one of many possible approachesto developing a unit ofinstruction. LOTE 1 2 Checkpoints A,B,C________MODERNLANGUAGEAdapted from Situations Topics Proficiencies Statement of Learning Results Inventory of Contexts Inventory of Linguistic Components Identification and Description of Teaching Strategies Evaluation t tt t t 28Languages Other Than EnglishOnce the initial plan of the unit has been created, it is necessary to specify the instructionalcontent of that unit. In preparing the content, the teacher may wish to do the following:nIdentify the situation in which the functional communication can take place, and pro-vide for realistic presentation and discussion.nInventory the basic vocabulary and

49 useful structures.ÑWhat previously use
useful structures.ÑWhat previously used signs will be included?ÑWhat new sign will be introduced?ÑWhat structures that have been used previously will be included again?ÑWhat structures will be incorporated for the first time?nSelect the teaching strategies to be employed in achieving the learning outcomes.ÑWhat types of activities will lead to the acquisition of American Sign Languageneeded for communication?ÑWhat types of activities will give students the opportunity to practice and demon-strate what they have learned?nSelect the instructional materials to be used, either commercial, teacher-made, orderived from various sources.nPrepare the format/schedule for assessing student learning outcomes.nModify instruction to meet the needs of students with disabilities specified on theirIndividualized Education Program (IEP). ƒmeglio domandar cheerrare. Ò Curriculum Essentials/ Scope and Seq

50 uence29Best Practice T he following fact
uence29Best Practice T he following factors have been identified as those which are likely to foster achievementof the learning standards for Languages Other Than English:As teachers develop scope and sequence materials and classroom strategies which align tothe new learning standards, they will address these factors in their work.Learner-CenteredStudents construct knowledge based on their needs andexperiences; they assume responsibility for developinga language learning process.Performance-BasedUsing language in face-to-face encounters becomes atool for accomplishing specific language purposes.Interactive LearningInstructional practice provides ample opportunity forstudents to participate in peer learning through groupactivities.Interdisciplinary ApproachIntegrates knowledge and skills from other disciplines;expands horizons; maintains student interest; and pro-motes logical and creative thinking.

51 Reality-Based/RelevantReal-life situatio
Reality-Based/RelevantReal-life situations, topics, and issues of interest createa learning-relevant environment for students.Appropriate AssessmentCurriculum and assessment are aligned to promotelearnersÕ growth, and are best achieved by multiplemethods.ReflectionsBoth teacher and students reflect, in either oral or writ-ten form, about what has been taught and learned.DisciplineEstablishes an environment conducive to learning bypromoting trust and respect from teacher and students.Knowledge of SelfChoose the teaching, learning, and student strategiesthat work best for you and for your students.FlexibilityWillingness to change methods, classroom activities, ortime allotments depending on need. Exercitatio optimus estmagister. Ò 30Languages Other Than English Ò M‡s vale saber que haber. (Spanish)It is better to know than to have; knowledge is better than wealth. Vek xivi, vek ucish ( Russi

52 an)As the twig is bent, the tree is incl
an)As the twig is bent, the tree is inclined. VirgilMagna est veritas et praevalebit. (Latin)The exception proves the rule. THE STATE EDUCATION DEP THE UNIVERSITY OF THE STATE OF NEW YORK P ART I.2Curriculum EssentialsNOTE:This document is a work in progress. PartsII and III, in particular, are in need of furthermance tasks for these sections. Inquiries regardingsubmission of materials should be directed to: TheLanguages Other Than English Resource Guide, Bonjour Privet Yonkers City Schools: Student Work Samples T o g r a mwhich facilitates the acquisition of Italian or Spanish through the use of a language laboratory.f e rent cultures in other countries as well as those of their own community.e c o rds, CD Roms, have beentheir children succeed in school. Students showcase their Italian and Spanish language skillsthrough performances and oral presentations in the target languages. Students in upp

53 er gradesshare their knowledge of Italia
er gradesshare their knowledge of Italian and Spanish with students in the lower grades.The following pages are examples of the products which students devepoled in foreign lan-guage communication classes at these four schools. 2Languages Other Than English LOTE 1 2 SPANISHITALIAN Achi vusle non mancieno modi. Ò Please note: The following pages are samples of authentic student work. Spelling,punctuation and usage are as submitted by students. Curriculum Essentials/ Scope and Sequence. Local3 4Languages Other Than English Topic Ð Personal Identification Function Ð Providing InformationFourth, fifth, and sixth grade students in the ItalianFlame Program at School 21 used descriptive words as part of their autobiography project. Curriculum Essentials/ Scope and Sequence/ Local5 and expressing his preference for certain Italian dishes through a menu. 6Languages Other Than English Curriculum Essenti

54 als/ Scope and Sequence/ Local7 8Languag
als/ Scope and Sequence/ Local7 8Languages Other Than English Overview of Course Offerings T he Plainview-Old Bethpage Central School District believes that the study of a second lan-guage should be an integral part of every studentÕs educational experience. The Districtrecommends that all students complete a minimum of four units of study of a second lan-which carry one credit. Partnerships have also been developed with local colleges and universi-French and SpanishProficiency at an elementary level in speaking, listening, reading, writing, and culture will bedeveloped using the following topics:Personal IdentificationEducationHouse and HomeEarning a LivingFamily LifeLeisureCommunity/NeighborhoodPublic and Private ServicesPhysical EnvironmentShoppingMeal Taking/Food/DrinkTravelHealth and WelfareCurrent Eventswould benefit from a slower pace of instruction and individual instruction as well asstud

55 ents who would benefit from an extra yea
ents who would benefit from an extra year of study before taking theComprehensive Regents Examination.An accelerated intensive second language program offers students the opportunity tocomplete the 14 topics at Checkpoint Ain one year. The course is intended for those stu-dents who may be interested in language for government, business, international stud-ies, or language as a major field. Curriculum Essentials/ Scope and Sequence/ Local9 LOTE 1 2 SPANISH 10Languages Other Than EnglishAcourse to prepare students to take the Advanced Placement course in grade 12 drawstopics from contemporary problems, the arts, literature, and films. Heavy emphasis isplaced on speaking, reading, and writing. The course is intended for gifted languagestudents who have demonstrated superior performance.Students who wish to continue the study of language courses for travel, business, orprofessional or vocational needs

56 may take another advanced course. Audio-
may take another advanced course. Audio-lingualskills will continue to be developed; writing will be stressed on a more advanced level.Students will read selected materials in the form of short stories or excerpts fromauthentic documents.Adelphi UniversityÕs High School Program grants college credit to honors students for acourse which emphasizes advanced conversation and composition. The problems ofcontemporary society will be discussed through the study of selected excerpts fromwell-known writers, sociologists, and journalists. En vieillissant ondevient plus fou et plus sage. Ò Curriculum Essentials/ Scope and Sequence/ Local11 LOTE 1 2 SPANISHVocational Sequences Requiring T numbers of students taking language courses. This increase is attributed to changes in theregional job market and college entrance requirements. The tourist industry wants Frenchspeakers to work with Canadian visitors,

57 while correction facilities need employ
while correction facilities need employees who are flu-ent in Spanish. Many colleges and universities expect students to enter college with a three orAND TOURISMSource: Ticonderoga Central School District. Requires the following 4 Units:1/2 Units Intro. to Occupations1/2 Unit Keyboarding or BusinessComputer ApplicationsPlus 1 Unit from the following choices:1/2 Unit Culture and Foods1/2 Unit Geography for theTourist Industry1/2 Unit Gourmet Foods1 Unit French III1 Unit Accounting1 Unit Marketing1/2 Unit Transportation SystemsRequires the following 4 Units:1 Unit Criminal Justice2 Units Spanish1/2 Unit Intro. to Occupations1/2 Unit Keyboarding orBusiness ComputerApplicationsPlus 1 Unit from the followingchoices:1/2 Unit Anthropology orSociology or both1 Unit Spanish III1 Unit Business Law5 UNIT SEQUENCE IN CRIMINALJUSTICE Districtwide Program: F ort Plain is a small rural school district with a K-

58 12 student population of less than 1,000
12 student population of less than 1,000.teaches some of the elementary classes. Allstudents participate in the K-6 program, and approx-imately 60 percent to 80 percent (depending on the class) go on to the 7th grade program.Teachers developed the elementary curriculum in-house, and it is supplemented every year bythe current instructor.Full/Half Meetings Amount of Time year Per WeekKindergarten 1Full2 times15 min. 2Full2 times15 min. 3Full1 time30 min. 4Full2 times40 min. 5Full3 times40 min.MIDDLE SCHOOL 6Half5 times45 min. 7Full5 times45 min.Spanish IA 8Full5 times45 min.Spanish IBSpanish IAis the first half of the course leading to Checkpoint A. Spanish IB is the second half, and all 9Full5 times46 min.Spanish II orFull5 times46 min.Spanish I 10Full5 times46 min.Spanish III 11Full5 times46 min.Spanish IV 12Full5 times46 min.Spanish V 12Languages Other Than English LOTE 1 2 SPANISH Curriculum Ess

59 entials/ Scope and Sequence/ Local13Span
entials/ Scope and Sequence/ Local13Spanish I is offered in the high school to students new to district, repeating the course, or anyone who didnot take it in Middle School.Spanish IV and V are SPN 200 and 201 offered for college credit through the University in the HighSchool Program at the University at Albany. The students may elect to participate in the course for eitherlocal credit or college credit.ous IEPstudents. To date six students with IEPÕs have completed through Level V for collegecredit. Over the past three years, from 55 percent to 67 percent of the graduating seniors haveseniors with the advanced level would be higher. Mhile agus naÕs fada. Ò Ad Astra Per Aspera I n the Honeoye Falls-Lima Central School District Latin programÑAd Astra per AsperaÑthereis no question about what will be expected of each student. Students are provided with thedistrictÕs exit standards, the languag

60 e department program standards, and the
e department program standards, and the Latin coursestandards up front. In addition, students have a sample assessment task which is to be com-pleted collaboratively; the criteria used for scoring accompanies the task. These attempts toinform prospective language students of expectations are examples of how teachers are adapt-ing the characteristics of a standards-based environment to meet their studentsÕ needs. nCommunicatornResponsible member of societynLifelong self-directed learnernCreative and critical thinkernQuality producer nCommunicate effectively in a second languagennParticipate in self-evaluationnDevise creative responses to problems or tasksnReflect upon learning experiencesnDevelop understanding of culture and cultural differencesnDevelop tolerance for ambiguity 14Languages Other Than English LOTE 1 2 LATIN Curriculum Essentials/ Scope and Sequence/ Local15 nComprehend a Latin passa

61 genRead Latin aloudnWrite Latin passage
genRead Latin aloudnWrite Latin passage as read aloudnDefine and analyze English and Latin wordsnAnalyze grammatical structures in contextnDisplay task skills and social skills as a responsible groupmembernEvaluate progress on a regular basis ASSESSMENTnLiteral translationnGrammar analysisnCreative presentation of contextnIndividual oral readingnIndividual dictationsnFinding English derivativesnDemonstrating the ability to work together CRITERIA: nAccuracy of the literal translationnAbility to analyze grammar correctlynContent of the presentationnAbility to engage audiencenAbility to pronounce Latin correctlynAbility to write Latin correctlynAccuracy and completeness of the derivative chartnAbility to evaluate and monitor own behavior as a group mem-ber Sequential Study in Foreign Language T he Guilderland Central School DistrictsÕ Foreign Language Department offers its studentsthe opportunity for

62 sequence study in four foreign language
sequence study in four foreign languages. The course description Communication Skills are Essential as We Enterthe 21st Century Because. . .In New York State:nThere are 29 languages or language groups with 1000 or more speakers.nnIn 1990-91, there were 147,941 limited English proficient children in special LEPprograms innnnMore than three out of every five of the 500 largest foreign-based companies have facilitieshere.nThere are 2,300 foreign affiliates, including banks, which employ 420,900 people in NewANDIn the U.S.A., the number of people who do not speak English at home has increased from 28million in 1976 to 30 million in 1980. By the year 2000, the number is expected to reach 39.5 mil-lion residents with a mother tongue other than English. 16Languages Other Than English LOTE 1 2 Checkpoints A,B,C________GERMANSource: Guilderland Central School District. Curriculum Essentials/ Scope and Seq

63 uence/ Local17 The Foreign Language Adva
uence/ Local17 The Foreign Language AdvantageDid you know that. . .nResearch has shown that students who have studied a foreign language score better thanthose who have not on standardized tests such as the S.A.T. and similar examinations. Thelonger a person has studied a foreign language, the greater the positive effect.nStudents who become proficient in a second language and have an understanding ofbusiness is the language of the customer.nLearning a second language helps develop thinking skills, builds basic study habits, andgives you a new perspective on your own culture.nMany four-year colleges and universities in the U.S. require foreign languages for entranceand many also require students to demonstrate proficiency in a foreign language for gradua-tion. Some institutions give college credit or exempt students from degree requirements inlanguages for demonstrated proficiency or college cred

64 it earned in high school courses.nOne ye
it earned in high school courses.nOne year of college-level study of a language other than English (or the equivalent of oneyearÕs study) is a new requirement in New York State for all individuals applying for certifi-cation as a teacher after September 2, 1993.Colleges have gone on record. . .nÒBecause our colleges prepare their graduates to live and work in a multicultural society athome and abroad, knowledge of a second language - modern or classical - is an importantgateway to understanding peoples and cultures other than their own. . . Convinced that lan-guage study can progress naturally from secondary school to college, we expect students topursue study of a second language through the third or fourth year level in secondaryCommonwealth Partnership.ninterruption, or work toward and take the APtest or other college credit-granting programsand examinations.Ó - SUNYProficiency in a foreign

65 language is highly useful or required fo
language is highly useful or required for those anticipating pursuingmany careers in fields such as the following:InterpretingResearchingJournalismScientific TranslationGovernmentPublishingInternational BusinessTeachingTourismFinanceBankingImport/ExportAdvertising & Management 18Languages Other Than English German SequenceKey German 6 Middle SchoolCourses German 7 German 8 German 2 German 1 German 4Regents Exam German 3 German 5College Credit High SchoolCoursesGerman is the native language of about 100 million people. It is spoken primarily into appear in written forms as early as the first century B.C. About half the words in English areGermanic in origin and many are cognates. German and English are also related to Dutch,Flemish, Afrikaans, Danish, Norwegian, and Swedish. Many English words have been incorpo-rated into modern German.Proficiency in German is useful to those seeking careers in fore

66 ign trade, banking, educa-tion, science,
ign trade, banking, educa-tion, science, space, medicine, engineering, import-export, transportation, interpreting, andmany other fields. Of particular importance to those interested in German are the businessimplications of the European unification. All trade barriers in Europe are in the process of beingdropped, and Germany is becoming the largest economic power in a market of 324 million Longitudinal Foreign Language T The material listed below defines essential program results and explains the developmentand use of the longitudinal foreign language development scale used by the district to track stu-dent success. Through the Foreign Language Program, eachstudent will:nenhance vocabulary and develop skills and habits essential to commu-nicating effectively in the target languagendevelop an understanding of and an appreciation for other culturesand their influence on our culturenrespond to and in

67 teract in everyday life problem-solving
teract in everyday life problem-solving situations increative and diverse ways in the target languagentraditions, and languagenappreciate his/her role as a citizen in an increasingly interdependentworld communitynuse the target language in a variety of creative formatsnfocus on maximum individual effort and achievement, while acting as 19 LOTE 1 2 Checkpoints A,B,C________MODERNLANGUAGE Source: West Irondequoit Central Schools. Daar niete goeds in is, gaatniets goeds uit. Ò 20Languages Other Than English The Longitudinal Foreign Language DevelopmentScaleThe Longitudinal Foreign Language Development Scale is a standard by which teachers canStandards are represented as proficiency rubrics. The rubrics can be subdivided into cate-gories of Novice (1-3), Intermediate (4-6), and Advanced (7-9). Our expectation is thatadapted version of the 1986 ACTFLThe rubrics identify stages of linguistic proficiency

68 as opposed to achievement. They areinde
as opposed to achievement. They areindependent of course grades or academic success. Some students, e.g., some native speakers,in the four combined language skills of listening, speaking, reading, and writing.Although there are exceptions, we assume that growth in one skill is typically parallel to growthin other skills. Provision is made for special circumstances in the ÒSpecial NotesÓ section.The scale requires a brief annual familiar with the rubrics and identifying each studentÕs place on his/her scale will not be timeconsuming. Agrowth curve will result after two or three years.This approach will provide a consistent linguistic standard of proficiency for students andthe Foreign Language Program. The same scale will apply to all students at all levels duringtheir years in the program. The scale will be a means to encourage both individual and groupgoal setting. It will clarify our programÃ

69 •s focus and verify the success of many
•s focus and verify the success of many of our students. Integra mens augustissimapossessio. Ò Curriculum Essentials/ Scope and Sequence/ Local21 22Languages Other Than EnglishForeign Language Proficiency Rubrics9.SUPERIOR Â¥Can participate in conversations on most concrete and abstract topicsÂ¥support opinionsÂ¥partially familiar with dialectal variantsÂ¥wide range of interactive strategiesÂ¥sporadic errors, but no patterns of errorÂ¥errors donÕt interfere with communicationÂ¥can understand specialized or technical discussionÂ¥follow essentials of extended discourseÂ¥rarely misunderstands normal speechÂ¥read expository prose at normal speedÂ¥reads easily for pleasureÂ¥control of general vocabulary and structureÂ¥occasional misunderstanding with low frequency idiomsÂ¥rereading is rarely necessaryÂ¥can write most types of correspondenceÂ¥can express self in formal and informal writing.8.ADVANCED P

70 LUS ¥Can discuss concrete topics in det
LUS ¥Can discuss concrete topics in detail, support opinions, explain in detail, hypothesize¥compensates well with paraphrasing and circumlocution¥can communicate with ease in non-complex tasks¥understands speech in standard dialect¥difficulty in extended discourse that is linguistically complex¥can understand implication, but may fail to grasp sociocultural nuances¥can make inferences from written text¥awareness of literary style¥some misunderstandings¥can write precisely and in detail¥ADVANCED¥Can elaborate, narrate with some detail, link sentences together, talk casually using generalvocabulary¥can smooth over shortcomings with communicative strategies¥successful use of circumlocution, although groping for words still evident¥understood easily by native speaker¥can understand short lectures and news items dealing with factual information¥can understand long prose for main idea a

71 nd some details¥can write several parag
nd some details¥can write several paragraphs on familiar topics¥good control of morphology and frequently used syntax¥writing may resemble literal translation from native language, but sense of organization isemerging.6.INTERMEDIATE HIGH¥Can handle most uncomplicated communicative tasks and social situations¥can initiate, sustain, and close a conversation¥errors are evident¥hesitation due to limited vocabulary¥unexpected circumlocution¥emerging evidence of connected discourse¥often failure to grasp details of less common topics¥read simple texts with full understanding Curriculum Essentials/ Scope and Sequence/ Local23¥read more complicated texts several times, still some misunderstanding¥take notes on familiar topics, summaries¥writing is faulty but generally comprehensible.5.INTERMEDIATE MID¥Can talk simply about self and family¥simple conversations beyond immediate needs¥frequen

72 t long pauses, fluency strained¥underst
t long pauses, fluency strained¥understood by sympathetic interlocutors¥can understand sentence-length utterances¥still some uneven understanding¥understand basic written information requiring minimal supposition¥can meet practical writing needsÑshort, simple letters on topics grounded in personalexperience.4.INTERMEDIATE LOW¥Can handle limited number of task-oriented and social situations¥respond to simple statements¥face to face conversation with much linguistic inaccuracy¥vocabulary adequate for only the most basic needs¥strong interference and many misunderstandings¥with repetition, can be understood and understand¥main ideas from the simple of connected texts; limited practical writing needsÑlists, mes-sages, simple writing on very familiar topics¥writing understood although frequent errors.3.NOVICE HIGH¥Basic communicative exchanges relying on learned utterances¥some recombin

73 ation¥can ask basic questions¥vocabula
ation¥can ask basic questions¥vocabulary centers on basic objects and terms¥errors frequent¥basic comprehension of high frequency language¥can understand written language in areas of practical needÑat a slightly higher level insupportive context¥can supply information on simple forms and documents¥write limited memorized material and some recombinations.2.NOVICE MID¥Utterances of two to three words, understood with difficulty¥some basic vocabulary for elementary needs¥can understand short, learned utterances, simple questions, requests repetition¥can identify increasing number of highly contextualized words¥still no practical communicative writing skills.1.NOVICE LOW¥No functional communicative ability¥can produce isolated words, cannot comprehend most short utterances¥can identify few isolated words when supported by context¥ Essential Dimensions Of SecondLanguage Learning T wo di

74 mensions of language learning that may u
mensions of language learning that may ultimately be as important in studentsÕadult lives as the learning of a second language, are an enhanced ability in problem-solv-ing and creative thinking skills. Problem-solving, creative thinking skills, and languagelearning strategies, although not always assessable by the usual methods, are essential parts ofstudent achievement over time. Integrated with the State standards, these dimensions establisha cross-reference system for evaluating student performance. Second language learners usethey acquire strategies for interacting with different cultures. The following descriptions indicatethe range of student achievment to be expected at each checkpoint. 24Languages Other Than English Source: Draft Frameworks For Languages Other Than English. The New York State Education SOLVING/CREATIVETHINKINGSKILLS:CHECKPOINT AStudents can:¥recognize that ideasare expres

75 sed in lan-guages other thanEnglish¥ana
sed in lan-guages other thanEnglish¥analyze a need andperform communica-tive tasks that respondto the need¥recognize that there ismore than one viablesolution to a problem¥understand that con-cepts can be expressedin multiple ways inany language.CHECKPOINT BStudents can:¥identify problems andperform communica-tive tasks that lead toculturally viable solu-tions¥independently and col-lectively identify miss-ing knowledge¥distinguish appropri-ate information¥recognize that peopleinterpret informationdifferently and thatdiffering viewpointscan contribute to solu-tions.CHECKPOINT CStudents can:¥detect nuances ofmeaning and emotion¥use a full range ofdatabases available inthe target language¥understand that theremay be different inter-pretations of the sameinformation¥structure group discus-sion¥recognize the culturalroles that people play¥produce a product inthe target languagethat is accep

76 table tonative speakers. Curriculum Esse
table tonative speakers. Curriculum Essentials/ Teaching and Learning Strategies25 LANGUAGELEARNINGSTRATEGIESCHECKPOINT AStudents can:¥employ limited knowl-edge to decipher, com-prehend, and commu-nicate in targetlanguage¥rely on linguistic andnonlinguistic cuessuch as gestures andintonations to commu-nicate¥employ language prac-tices that maximizetheir performance¥recognize and correcttheir particular diffi-culties¥establish realistic lan-guage learning goalsand realize the timeneeded to reach themCHECKPOINT BStudents can:¥employ previouslysuccessful strategiesfor future learning¥recognize breakdownsin communicationsand demonstrate abil-ity to bridge them¥admit their lack ofunderstanding of aparticular utterance ormessage¥sustain conversationby asking appropriatequestions¥use rephrasing and cir-cumlocution for clarifi-cation¥recognize cultural dif-ferences in verbal andnonverbal communi

77 ca-tion¥make informedguesses about mean
ca-tion¥make informedguesses about mean-ing.CHECKPOINT CStudents can:¥understand that theircomprehension of alanguage exceeds theirability to produce it¥create language appro-priate for the desiredlevel of communica-tion¥recognize the existenceof nuances of meaningand use dictionariesand other resources toclarify them¥use chunks of lan-guage rather than sin-gle words to derivemeaning¥refine their learningstrategies to include amore complex range oflanguage¥draw upon previouslyacquired knowledge. Ò Strategies for Success 26Languages Other Than English 10 1 .Work with teachers in other disciplinesexist among the diff e rent disciplinesExamine new methods of technologythat will expand studentÕs opportu-nity to practice the target language3.Connect with native speakers4.Engage student participation5.Collaborate with other teachers in thediscipline6.Use instructional material from vari-ous sour

78 ces7.Identify the cultural context in wh
ces7.Identify the cultural context in whichthe communication takes place8.Broaden the purpose to include occu-pational use9.Provide Òself-helpÓ materials10.Provide a structure for recalling whatstudents know regarding the targetlanguage or cultural topicHOW TO USE:1.Cooperate with teachers from another subject area to address acommon theme through integration of the two disciplines.2.Connect with other classrooms, especially those in target lan-guage countries, to provide authentic language experiences viae-mail and/or distance learning. Strengthen cultural awarenessby converting a language laboratory into amulti-media learn-ing center.3 .Bring native speakers from the broader community into the class-room for direct interaction with students, or plan field experi-Organize class into pairs or small groups to perform specifiedtasks such as interviewing, asking and giving information,explaining an

79 d solving problems, role playing, etc.5.
d solving problems, role playing, etc.5.tion and provides multiple perspectives.6.Employ a wide range of instructional materials that mayinclude textbooks, audio-visual and multi-media material, andcomputer software.7.Instruct students about the formal (Big C) and informal (little c)aspects of the culture in which the communication will takeplace, and emphasize the cultural factors that will influence thesuccess of the communication.8.Focus on the skills and vocabulary that will directly relate toreal work situations such as travel and tourism, the health field,and the criminal justice system.9.Make available a wide range of materials such as dictionariesand other reference works and authentic materials such asnewspapers, magazines, posters, menus, music tapes, etc.10. Curriculum Essentials/ Teaching and Learning Strategies 27 A pplying the learning standards to the teaching and learning process wi

80 ll influence theinstructional process, s
ll influence theinstructional process, suggests how teachers may implement each strategy and points how thestrategies will influence student learning.BENEFITS:1.4Integrates knowledge and skills in a real-life way4Makes the connections to create a broader scope of knowledge4Is an effective use of limited classroom time2.4Accesses almost unlimited sources of information4Expands authentic language experiences4Makes learning fun4Provides a method for individualized instruction3.4Refines listening skills4Provides authentic context for communication4Develops ability to share thoughts, ideas, and feelings4.4Develops communication skills in listening and speaking4Builds confidence4Engages students interest4Fosters cooperation5.4Provides staff development for teachers4Makes additional resources available for teachers and students4Motivates teachers and students6.4Accesses more sources of information4Broaden

81 s authentic language experience4Allows s
s authentic language experience4Allows students to monitor own experiences7.4Prevents cultural misunderstandings4Provides a realistic setting4Makes the connection between language and culture8.4Is practical and more immediately applicable4Engages and motivates students4Receives wide-ranging community support9.4Helps students be more self-directed4Provides opportunity to expand knowledgeEngages and motivates students10.4Builds on prior knowledge4Structures the learning experience4Promotes cooperation A Guide to Selecting Instructional H ow and where can teachers find information to help them select instructional materialsthat meet the learning needs of all their students? All teachers need to be familiar withlists of resources that:4are published by a recognized authority4are compiled according to established criteria4include materials in a variety of formats (print, nonprint, electronic media, et

82 c.).Many lists of print and nonprint res
c.).Many lists of print and nonprint resources are available, including some that can beaccessed via the Internet. The most useful are annotated with information such as proficiencylevel, recommended or not recommended for purchase, curriculum connections, specific audi-ence needs, etc. The school library media specialist will have some of these selection tools avail-able in the library media center; others can be borrowed through inter-library loan from theSchool Library System of which the school is a member.Teachers will be seeking materials which are:¥written/produced by people with in-depth knowledge of the target language¥supportive of the State standards and local goals¥designed to help students create their own new information¥designed to help students develop new learning strategies¥relevant¥current¥age appropriate¥authentic.e s o u rces will result in assembling a collection of cl

83 assroom instru c t i o n a lmaterials th
assroom instru c t i o n a lmaterials that assures students access to the variety of re s o u rces necessary to meet their needs. Languages Other Than English Software and Video SourcesThe following list of companies which produce foreign language instruction software andvideo programs is provided as an initial source for teachers who are seeking appropriate secondlanguage materials to meet the needs of students: EMC PublishingGessler Educational SoftwareGessler Publishing Company900 BroadwayNew York, NY10003Heinle & Heinle Publishers, Inc.20 Park Plaza46-35 54th RoadTeacherÕs Discovery1130 East Big Beaver Curriculum Essentials 29 Part I.2 Quotes/Proverbs Translation Ò Achi vuole non mancano modi. (Italian)Where there is a will, there is a way.En vieillissant on devient plus fou et plus sage. (French)As we grown old, we become more foolish and more wise. La RochefoucauldDhia bith leat chun an

84 ath Chlach Mhile agus naÕs fada. (Gael
ath Chlach Mhile agus naÕs fada. (Gaelic)God be with you to the last milestone and beyond.Daar niete goeds in is, gaat niets goeds uit. (Dutch)Where no good is in, no good comes out.Integra mens augustissima possessio. (Latin)Asound and vigorous mind is the most honored possession. THE STATE EDUCATION DEP THE UNIVERSITY OF THE STATE OF NEW YORK P ART II.1My Family in Pictures....................................2Second Grade Writing Experience...............7NOTE:This document is a work in progress. PartsII and III, in particular, are in need of furthermance tasks for these sections. Inquiries regardingsubmission of materials should be directed to: TheLanguages Other Than English Resource Guide,12234 (tel. 518-474-5922). Bonjour suse appropriate strategiesscompose informal notes LOTE 1My Family in Pictures Purpose: T o give students an opportunity toexchange information about themselvesand their

85 families by writing and thenreading an
families by writing and thenreading an original script in the target lan-guage. The hands-on opportunity to drawsymbols and/or pictures for their stories helpsthem communicate specific facts.The teacher will:4explain the assignment, including defini-tion of first person narration4show how to break the story down andadd pictures at significant points4tell how to audio record the story andinclude sound effects if they wish4demonstrate how to draw on filmstripacetate4show a teacher-made sample filmstrip toset the standard for their work4develop a rubric for students to assessthe filmstrips during class viewing. Suzanne J. CrowleyVictor Central SchoolsP a n d o r a C a t @ A O L . C o m Grade 8 Before undertaking this activity, I taught:noun/adjective agreement; possessive adjectivesirregularsfamily vocabulary My students really love thehands-on drawing on theacetate even though it ispossible to do t

86 he wholepresentation on the computerusin
he wholepresentation on the computerusing a multimedia program.They are very excited aboutwhat they are creating andlook forward to the surprisestheir classmates have in storefor them.Teacher ¥filmstrip acetate¥extra fine permanent markers¥cassette recorder¥filmstrip projector Approximately 10 (39 minute)classes were devoted to theentire activity, from introductionthrough final presentations. Learning Experiences 3 The students will:4revise their stories with guidance from teacher4draw pictures to go with their stories (approximately 15-20 frames)4trace their pictures from storyboard onto acetate4record their story on cassette4show their filmstrips to the class4assess each filmstrip using the rubric. 4Languages Other Than English REFLECTIONIt was important to do this activity sequentially and with much teacher oversight. Once theyhad written their stories and made corrections at my suggestio

87 n, it was easy for them to followthe nex
n, it was easy for them to followthe next steps. Other than some of the writing of the original story and recording the sound,they did everything in the classroom so that I could monitor their progress and answer ques-commensurate reflection upon their own understanding. Learning Experiences 5 * Assessment 6Languages Other Than English Learning Experiences 7 T A scomprehend languagescompose informal notes LOTE 1 Second Grade Writing Experience Diana L. MusichTuxedo Union Free School Districtm u s i c @ q e d . n e t Grade 2 family, transportation, some adjectives and theSouth American rain forests. It also serves asan introduction to a particular season or holiday. correct sentence structure are empha-sized. Embedded in the activity are thereading and writing. The children are alwaysexcited when their homemadestories are read to them a yearexactly what they wrote!Teacher What will the teacher

88 do?4list new vocabulary on board4pronoun
do?4list new vocabulary on board4pronounce each vocabulary word4assign an action to each new word4ask questions about vocabulary4tell class they are going to write a story about aspecific holiday4lead class in writing process by brainstormingwho, what, where, when, and why of story4provide first sentence of the story based uponthe brainstorming session4record on easel and facilitate process by takingone sentence from each child 4write each sentence in different color andinclude specific contributorÕs initials. 8Languages Other Than English What will the students do?4repeat vocabulary4respond to vocabulary with proper action4brainstorm with teacher/facilitator4add a section to the story4type their section on computer4illustrate their own page44read the story to younger classes. instruction per week. However, since Spanish isintegrated into the curriculum, classroom teach- ASSESSMENTSince we do not

89 assign letter grades in second grade, I
assign letter grades in second grade, I developed a checklist. Assessment viathe checklist is ongoing throughout the entire series of lessons. REFLECTION * Assessment EMERGINGPROGRESSINGMASTERED Starts sentence with capital letter Uses correct punctuation Uses previously learned Spanish Uses new vocabulary Sequences story Actively participates Orally recognizes new Spanish vocabulary Accurately illustrates picture Reads orally with accuracy In order to assess the learning, my checklist of items determines the studentsÕ skills andprogress in terms of Emerging, Progressing, or Mastered. Learning Experiences 9 This type of lesson provides success for all students, even those ata very early age. 10Languages Other Than English Learning Experiences 11 12Languages Other Than English Learning Experiences 13 14Languages Other Than English THE STATE EDUCATION DEP THE UNIVERSITY OF THE STATE OF NEW YORK

90 P ART II.2The Family Album..............
P ART II.2The Family Album..........................................2Understanding the Greek Term ÒHubrisÓ...51st, 2nd, & 3rd Declensions...........................12NOTE:This document is a work in progress. PartsII and III, in particular, are in need of furthermance tasks for these sections. Inquiries regardingsubmission of materials should be directed to: TheLanguages Other Than English Resource Guide,12234 (tel. 518-474-5922). Bonjour Privet 2Languages Other Than English S PA N I S HCh e c k p o i n t sA & B scompose informal notessproduce written narratives LOTE 1The Album HERE IS THE PROCESS I USED:I established the grammar to be reviewed,depending upon the level of students and thengave students copies of the performance taskand the rubric. It was at this point I showedthem samples of finished products to help setstudents heterogeneously in cooperative learn-ing groups of 3-4 students ea

91 ch.HOW THE STUDENTStheir fictitious fami
ch.HOW THE STUDENTStheir fictitious families. They asked numerousquestions along the way and planned the typeof pictures they planned to draw or find anduse. Checkpoint B students work on culturallyappropriate Spanish-speaking families. Deborah C. DeckerHoneoye Falls-Lima High School Grades 8-10 Students assume responsibility for individual andand write short descriptions. For Checkpoint A stu-the present tense and basic vocabulary. Fortenses and more sophisticated vocabulary, including Students enjoy blending theircreative, artistic abilitieswith their ability to writespecific information in asecond language.Teacher irregular verbs (ser, tener, and gustar).conjugating to recall the verbs in ques- Julia: Muy bonita j—ven baja le gusta el ali-mento. Learning Experiences 3 David: Muy inteligente y contento El es alto y legustan los tractores; no le gustan los deporetes. 4Languages Other Than

92 EnglishStudents at many levels find tha
EnglishStudents at many levels find that the challenge of this lesson is the cooperative learning aspect,especially working in heterogeneous groups. They experience difficulties learning to workeffectively with one another and in determining the roles within their groups. Acquiring these * Assessment Understanding the Greek Term ÒHubrisÓ Learning Experiences 5 S PA N I S HCh e c k p o i n t sB & C scompose informal notessemploy range of tensessread materials for nativespeakersscomprehend native text swrite multiparagraphssuse culturally appropriatevocabularysdraw comparisonssrecognize cultural variations LOTE 1 LOTE 2 T he learning experience is an interdisci-plinary writing and analysis of the con-cept of hubris as it relates to a NewMexican work, Dos Caras, by Sabine Ulibarriand works students have studied in Englishclasses. Previous to this learning experience inSpanish class, students had

93 the experience oflearning about the Gre
the experience oflearning about the Greek term, hubris, throughvaried genres of literature, such as SophoclesÕplay , Antigone, William ShakespeareÕs, JuliusCaesar, Edgar Allen PoeÕs tale, The Cask ofAmontillado, and Nathaniel HawthorneÕs alle-. Elaine Albero Moss (Spanish)Christine Stammer (English)E L A I N E 7 3 3 2 @ a o l . c o m Grade 11 SnakesÓ the students relished and learnedmore vocabulary usage and not just meaning. I monitored the groups closelyand gave them tasks that theycould not do alone. Theyneeded each other to make asuccessful Òsnake.Ó The groupserved a dual function:students learned to worktogether; students who werestruggling were still able toprovide useful, validcontributions.Teacher ¥ RappaciniÍs Daughter, by Nathaniel¥ Any story and any theme from the tar-get language which can be comparedwith an English work in your school cur- 6Languages Other Than English

94 The teacherÕs road to an interdiscipli
The teacherÕs road to an interdisciplinarylesson:¥sonal examples. She made a point ofexposing students to new vocabulary inconversation. ¥After detailed review of the storyÕs plotand events, she put the students in coop-erative learning groups and entrustedthem with creating the visual projectÒSequence Snakes.Ó She learned aboutthe alternative means of assessment,ÒSequence Snakes, Ó from Vicki Mike(Horseheads, NY). It allows teachers tocheck for studentsÕ understanding byhaving them create a visual ÒsnakeÓ of¥groupsÕ ÒsnakesÓplanning discussions.(This also is an idea from Vicki Mikewhich serves to keep students on task andspeaking in the target language.)¥ÒHubrisÓ was explained in Spanish, fol-lowed by students giving examples fromÒDos CarasÓ in most basic terms. ¥She recalled examples of hubris fromother stories that students had read inEnglish, thus giving them a b

95 asis of litera-ture to relate to in thei
asis of litera-ture to relate to in their native language.¥At this point she went back over the storyin the target language, citing specificevents. She reiterated examples whichshowed how hubris caused the ultimatedestruction of the protagonist.¥Finally she modeled the types of informa-tion which were needed to successfullywrite an essay. The studentsÕtravelalong the road to a successful writingexperience¥They took notes and asked both theirSpanish and English teachers clarifyingquestions about hubris.¥They formed cooperative learning groupsto review the events of the story and thento make their ÒSequence Snakes.Ó¥Each group had worked with a taperecorder on their table recording their dis-cussions in the target language.¥Each group gave an oral presentation andexplanation of its completed Òsnake.Ó¥Each student wrote an essay comparingÒDos CarasÓ with one of the stories readin Englis

96 h class. Their essay needed toexplain h
h class. Their essay needed toexplain how hubris is evident in the twostories. I was amazed by the results. Ibelieve the students felt ÒsaferÓcomparing the story topreviously learned stories intheir native language. Theyseemed more willing to takegreater risks in their essaywriting.Teacher Learning Experiences 7 Sample page. 8Languages Other Than English ASSESSMENTjump to a higher order of thinking. The attempt to analyze and compare hubris in two differentliterary works which stemmed from varied times and cultures, increased studentsÕ awareness ofthe universality of themes and people. REFLECTION * Assessment Rubric designed by Elaine Albero Moss, Spanish Learning Experiences 9 10Languages Other Than English Learning Experiences 11 12Languages Other Than English L AT I NCh e c k p o i n tA sdemonstrate Englishawarenesssread/understand simplematerials LOTE 11 st, 2 nd & 3 rd D ECLENSIONS

97 PROCEDURE FOR TURNINGGRAMMAR INTO MUSIC
PROCEDURE FOR TURNINGGRAMMAR INTO MUSICALPLEASURE:Students already know how to use the Nominative,Accusative, and Ablative with certain prepositions. This les-son will expand the uses of the Ablative and introduce theGenitive endings and use.The teacher:1.reviews uses of the three cases in question2.introduces new case (genitive) and makes comparisonto English possessive3.sings/models the declension songs4.encourages student sing-along5.puts students in pairs to practice noun drills.The students:1.fill out noun forms as teacher reviews cases2.take notes on new case (genitive)3.sing declensions songs with teacher4.work in pairs completing noun drill forms. David R. PellegrinoPittsford-Mendon High School Grade 9or Level I(any grade) The students will use their memo- Learning Experiences 13 14Languages Other Than English REFLECTIONThe students really enjoy memorizing the endings when they are put to

98 a song. It is no longer achore. Since
a song. It is no longer achore. Since grammar and endings are so key to the understanding of a Latin passage, the stu-dents are better prepared (because they can remember the endings) to read a connected Latinpassage with complete comprehension. Learning Experiences 15 Noun Drill Quiz * Assessment THE STATE EDUCATION DEP THE UNIVERSITY OF THE STATE OF NEW YORK P ART II.3The Pantheon...................................................2Roman Culture................................................11NOTE:This document is a work in progress. PartsII and III, in particular, are in need of furthermance tasks for these sections. Inquiries regardingsubmission of materials should be directed to: TheLanguages Other Than English Resource Guide, Bonjour Privet 2Languages Other Than English L AT I NCh e c k p o i n t sB & C sdemonstrate knowledge ofvocabularysdemonstrate knowledge ofantiquity LOTE 1 LOTE 2The

99 ResourcesBrilliant, Richard. Roman Art,
ResourcesBrilliant, Richard. Roman Art, Praeger, NewYork, 1974.Hadas, Moses. Imperial Rome, Time-Life Books,New York, 1965.Kostof, Spiro. , Oxford University Press, NewYork, 1985.Longaker, Jon D. Art, Style and History, Scott,MacDonald, William. The Architecture of TheRoman Empire, Yale University Press, NewHaven, Connecticut, 1965.Oxford Classical Dictionary, Oxford UniversityPress, Oxford, England, 1983.Oxford Companion to Art, Oxford UniversityPress, Oxford, England, 1979.Rome of The Caesars. Italia Artistica Series No. 8,Bonechi, Firenze, 1984.Ward-Perkins, John B. Roman Architecture, School of the Arts Grade 10 teasers require more sophisticated research (e.g.,translate and place in historical context the inscrip- participate in the group assign-fied by the IEP. Some students will use thefamous painting by Panini as avisual guide and others will readinformation like that offered byLongaker.

100 I like asking them tofind information an
I like asking them tofind information and color thelayouts accurately because coloroften gets overlooked inarchitecture of ancient Rome.Teacher Learning Experiences 3 T cussion, and an individual essay from each student.The teacher:nshows pictures, slides, and video clips of typical Roman temples and discusses withndivides the class into cooperative lesson groups of 3-5 people.nintroduces the guidelines for the cooperative lesson, including theassessment.nassigns groups to appoint spokesperson to participate in a classdiscussion of the brain-teaser and the issues of technol-group encounteredduring research.nassigns each studentto write an essaycompleting part inclass and part ashomeworkndevelops criteria andrubric for assessing essays.The students:nwork in groupsnchoose spokesperson to take part in class discussionnwrite essays and complete rough and final drafts. Do you suppose they worshippedher

101 e, you know, with haruspexsacrificing on
e, you know, with haruspexsacrificing on an altar and stuff,or was this a public monument,Student 4Languages Other Than English Learning Experiences 5 6Languages Other Than English Learning Experiences 7 ASSESSMENT Assessment AShowsimaginative useof classresearchShowsorganizationand clarity ofexpressionIncorporatesderivativesrelating to thesensesAccurate use offacts andsupportingdetailMakes few or noerrors inmechanicsBShowsacceptable useof classresearchShowssatisfactoryorganizationand clarity ofexpressionIncorporatessome derivativesrelating to thesensesAcceptable useof facts andsupportingdetailMakes errors inmechanics thatdo notinterfere withcommunicationCShows only someuse of classresearchShows somedisorganizationand lackseffectiveexpressionUses fewderivativesrelating to thesensesFew facts orsupportingdetailMakes errors inmechanics thatinterfere withcommunicationDShows verylittle use ofclass

102 researchShows minimalorganizationand no
researchShows minimalorganizationand no clearexpressionUses very feworinappropriatederivativesrelating to thesensesUses inaccurateinformation andno supportingdetailMakes errors inmechanics thatseriouslyinterfere withcommunicationEShowsno relation tothe classresearchShows so littleorganization orexpression ofideas that itcannot be readlogicallyUses almost noderivativesrelating to thesensesout fact ordetailMechanicsoverwhelm allcommunicationBlank paper orassignment notdoneRubric for Pantheon: Part C Essay 8Languages Other Than English REFLECTIONStudents always seem to learn far more than a basic introduction to the architecture of Romeand the Pantheon in particular. This is evident when the class discussion proceeds with a panelformat of group spokespersons relating their groupsÕ perspectives. HOW THIS UNIT CAN BE AUGMENTED:Students can create a plaster model of the Pantheon. We do this over the

103 course of several weeksin spare minutes
course of several weeksin spare minutes long after the unit of study has been completed. This allows for a great deal offine-tuning and also allows students to work independently in their free time. It is a great activ-ity for following directions accurately and continuing the inquiry process by the students. Learning Experiences 9 10Languages Other Than English Roman Culture 11 L AT I NCh e c k p o i n t sB & C sdemonstrate knowledge ofvocabularysdemonstrate knowledge ofantiquity LOTE 1 LOTE 1 COMPONENTS OF PRODUCING ABROCHURE: T he lessonÕs purpose is to review and bring together a variety of components of culture,to allow students to demonstrate their English writing skills and to afford Latin stu-ndiscusses what makes a good brochurenshows a variety of brochures collected from the community Fay AbernethyHoneoye Falls-Lima High School Grades 10-11 Students became engaged in the task and wanted

104 to produce a quality product because the
to produce a quality product because they real-ized that other students would be using theirleaflets. I gave the criteria forassessment to students when Iintroduced the assignment. Ialso used it during ourconferences on their firstdrafts to show them whatstill needed improvement.Teacher Their brochures were to be usedby Global Studies students study-ing Rome and also during the uniton Rome in the 6th grade. 12Languages Other Than Englishnhas books available in the classroom about ancient Romenalerts the librarian to the impending research needsnencourage students to access the Internet for informationnconfers (outside of class) with each student on first draft one week after giving assign-mentnhelp students use the computer for layout and production of their information.The student:nreview their class notes to find an area of interest to themnresearch chosen topicnwrite narrative for brochure, in

105 cluding appropriate bibliographical refe
cluding appropriate bibliographical referencesnconfer with teacher before writing final draftndecide about graphics and presentation. Learning Experiences 13 14Languages Other Than English REFLECTIONIn addition to reviewing culture, an important component of the brochure was that my studentssaw a real-life purpose for their work. * Assessment THE STATE EDUCATION DEP THE UNIVERSITY OF THE STATE OF NEW YORK P ART II.4Appearance and Description........................2Family and House...........................................5Imparfait & Passe............................................8Pablo Neruda...................................................12NOTE:This document is a work in progress. PartsII and III, in particular, are in need of furthermance tasks for these sections. Inquiries regardingsubmission of materials should be directed to: TheLanguages Other Than English Resource Guide,12234 (tel. 5

106 18-474-5922). Bonjour scomprehend short
18-474-5922). Bonjour scomprehend short conver-sations semploy range of tensessexhibit comprehensiveknowledge LOTE 1 LOTE 2 school/ country T his unit for second-year Russian classescombines the use of e-mail, computerskills in Russian, music, art, and col-lages. My objective was for them to integratenew vocabulary so that it might become per-sonal and a solid part of each studentÍsvocabulary base. & Appearance Description Jane ShuffeltonBrighton Central SchoolsS h u f f e l t o n @ A O L . C o m Grades 10-11 Learning Experiences 3The most salient feature of this undertaking was that it wasbased on live texts written by studentsÍ peers in Russia.These Russian students became the studentsÍ models forwriting and this helped them make far fewer errors.Especially motivational was the knowledge that their descrip-tions would be sent to the partner school.What did the teacher do?ndownloads, prints

107 , and copies e-mail messages in Russian
, and copies e-mail messages in Russian that describe the appearanceof students in partner school in Russianuses students in the class to demonstrate new vocabulary which appears in the mes-sages nassigns students to write their own descriptions ndemonstrates how to use computer with Cyrillic font and software for e-mail to Russiancorrect student E-mail descriptions before they type them and send to Russia.The students will:nread e-mailnfill in vocabulary lists from e-mailndescribe themselves orally with partner, then compose descriptionsntype descriptions in Russian on the computernsend e-mail descriptions to pen pal in Russia Approximately 10-15 (45 minute) classes weredevoted to the entire activity. However, this could bea pen pal endeavor which continues throughout theyear. 4Languages Other Than English ASSESSMENTThe assessment is unusual in its very authenticity: if students cannot be underst

108 ood by theirdraft was graded for 15% of
ood by theirdraft was graded for 15% of the 10-week grade. The criteria for that grade is as follows: * Assessment REFLECTIONlary unit that students remember best, and can recall best when it returns as a writing topic. Anatural follow-up unit is one on health.This lesson could be augmented as follows:nuse new vocabulary to have students draw a head representative of a teacher dictatingin Russian. (eg., ñNow draw eyes, short nose, etc.î)nhave students bring in collage illustrations to practice labeling of new vocabularynlearn Russian songs that incorporate descriptive vocabularynusing portraits of famous Russians (Pushkin, Anna Akhmatova, Raisa Gorbacheva),assign one to each student to describe in both oral and written presentation. Learning Experiences 5 Checkpoint A scomprehend language scall upon repetition scompose informal notessuse some cultural traits LOTE 1 LOTE 2 Family and House Multi

109 -Media Project T he purpose of the lesso
-Media Project T he purpose of the lesson is to reviewvocabulary dealing with the family andthe home.Students receive a class period of instructionon how to use the CD-ROM software.What did the teacher do?nlearned how to create a multi-media slideshow for two reasons: 1) to be able to better help the students; and2) to provide an example of what the stu-dents were to create.ngave the students the assignment and thecriteria and the rubric after showing themodel.How did students create theirproject?nthey selected partnersnwent to computer lab and wrote text abouttheir French familynworked on their slide shows indepen-dently. Toni P. JohnsonPenn Yan Central Schools Grade 8 Students were given the rubricproject. After doing this assignment,students will have theknowledge to use this type ofmulti-media technology forother projects they do in otherclasses.Teacher Resources :nCD-ROM multi-media softwar

110 e(e.g., Monstrous Media, KidPix, Hype
e(e.g., Monstrous Media, KidPix, HyperStudio )nindividual computer disks foreach group to save its workncomputer lab setting or access tocomputers on a continuing basisto allow for teacher help 6Languages Other Than English This activity is the first in the studentsÕ use oftechnology in French class. Learning Experiences 7 ASSESSMENTFrench 8 Multimedia Rubric Assessment REFLECTIONStudents seemed to remain very engaged for the time that was spent in the computer lab,and text. I would also set aside more checking on their rough drafts before they go to the lab forthe first time. 8Languages Other Than English Checkpoint B semploy range of tenses sexhibit spontaneity sproduce written narratives sunderstand influences oncommunication LOTE 1 LOTE 2I MPARFAIT &P ASSE C OMPOSE T eaching terminology or culture in inter-active manners is now common in ourclassrooms: students LOVE to role-place a scene

111 in a restaurant, the post office, orchat
in a restaurant, the post office, orchat in French on the Internet. . . but when itcomes to grammar, we are dealing with aBEAST. My concern in this particular lessonwas to make an intricate usage of Frenchgrammar as practical, fun, and interactive aspossible. Through dramatization, role playingand group work, I succeeded in makingFrench 3 students understand when to useeither the imperfect or passe compose in agiven past French context. I wanted to createsurprise, laughter, interest, and to appeal tomultiple intelligences among the French stu-dents while teaching grammar in a lively con-text.To achieve these objectives, a Ôrobbery sceneÕ isplanned between the French teacher and a stu-dent about a week previous to the class. Thedramatization of the scene is followed by agroup news report of the event. VŽronique Sheckler-CheniauxOur Lady of Mercy High Schoolm e r c y @ n e t a c c . n e t Gr

112 ades 10-11 ResourcesOne French speaking
ades 10-11 ResourcesOne French speaking adult inin ÔrobberyÕ Students need to know how to formthe imperfect and passe composeand their commensurate specificuses in narrative. This event always gets attention from other teach-ers and students as the participants enthusiasti-a part of a larger interdisciplinary set-up. Learning Experiences 9 I get it now, Mrs. Sheckler!StudentTEACHER SETS THE SCENE FOR EYEWITNESS ACTIONnDevelops French script and enlists actors from outside of class to surprise the class.nTakes part in scene by calling Òpolice.ÓnBecomes French newsperson and interviews witnesses after the incident. nWrites all questions on large easel; one set of questions is in passe compose; one in imper-fect tense.nAssigns students to write a news report of the events. Students work individually or inteams depending upon the class/students.n 10Languages Other Than EnglishSTUDENT RESPONSIB

113 ILITYDURING AND AFTER THE ÒINCIDENTÓSt
ILITYDURING AND AFTER THE ÒINCIDENTÓStudents use target language only to:nparticipate orally during scenenanswer news reporterÕs questions about what happenednwrite eyewitness news account using both tenses.THIS LESSON COULD BE AUGMENTED WITH¥ Student ÒWant-AdÓ posters¥ Oral presentations as the on-camera newsperson¥ Listening comprehension exercise of the real French news broadcast ASSESSMENTUsing these rubrics on a regular basis to grade French portfolio work, even though I am con-vinced of their fairness and am a fan of authentic assessment, I would sometimes get frustratedabout the time involved in correction and assessment. Beware! and smile. * Assessment G r a m m a r4D e m o n s t r a t e ssuperior commands t ru c t u res and usesverbs 92-100%c o re c t l y.3D e m o n s t r a t e sgeneral under-grammatical stru c-t u res and basiccomand of gram-c o r re c t l y.2D e m o n s t r

114 a t e slimited under-u c t u re s .Verbs
a t e slimited under-u c t u re s .Verbs are used 73-e c t l y.1E x t remely poore swith communica-Vo c a b u l a r yConsistently usesvocabulary cor-re c t l y.Uses some level 3re c t l y.Uses little level 3v o c a b u l a r y.Uses mostly simpleT h o u g h tDemonstrates orig-i n a l i t y. org a n i z a-tion cre a t i v i t y,insight and ana-Shows someg a n i z a t i o n .Focus wanders.Mechanical pre s e n-tation and numer-e p e t i t i o n s .L e n g t hExceeds minimuml e n g t h .Writes minimuml e n g t h .Writes minimuml e n g t h .Does not meetq u a n t i t a t i v ere q u i re m e n t .S p e l l i n gE x c e l l e n t .Mostly corre c t .Less than 75% ofe c t .Very poor erro-I n c o m p re h e n s i b i l i t ies re c u r r i n g .A p p e a r a n c e /p r e s e n t a t i o nVery cre a t i v e ;d i re c t i o n srespected Neat andstanding and eff o r tin re s e a rc h .Followed dire c-tions. Sim

115 ple bute s e n t a t i o n .All directio
ple bute s e n t a t i o n .All directions weree s p e c t e d .P resentation isnÕtp rofessional. Note a t i v i t ys h o w n .P resentation ise c t i o n sw e re not followed.f - t a s k . Portfolio French 3Compositions and projects.GRADING RUBRICS:Madame Sheckler-Cheniaux 3Ñ- 82%- 91%2Ñ- 72%- 81%65%- 71 % Learning Experiences 11 REFLECTIONThis activity was even more successful this year as students seemed really to enjoy not only thesurrealistic effect of the robbery scene, but also their responsibilities involved in the follow-upwork. 12Languages Other Than English Checkpoints sunderstand live presenta-tions semploy range of tensessread materials for nativespeakerssuse contextual cuessread independentlysproduce written narrativessdraw comparisons srecognize cultural variationssunderstand influences oncommunication LOTE 1 LOTE 2 T he purpose of this lesson is to exposestudents to the poetr

116 y of PabloNeruda. Once familiar with Ner
y of PabloNeruda. Once familiar with NerudaÕsstyle they write odes to common things andsubsequently create videos featuring theirodes. Dawn A. Santiago-MarulloVictor Central SchoolsD A S M 2 1 2 @ a o l . c o m Grades 10-11 The Poetry of Procedure1.Students receive a teacher written biography of Pablo Neruda in Spanish. They readthe biography in small groups.2.of NerudaÕs life. Each group will take a turn at filling in the transparency copy of thegraphic organizer while presenting to the entire class. These mini-presentations will bedone in Spanish.3. HOMEWORK:graphic organizer on the quiz ahead of time.)4.In order to set the tone for this lesson, ask students to write in their journals about theirlike/dislike?; etc.) Learning Experiences 13 Espa–ol IIINombreProyecto FinalÑPablo NerudaThe culminating project for this unit on Pablo Neruda will involve the making of a video tapeof an ode yo

117 u win write using visuals and music.* Fi
u win write using visuals and music.* Final copy of the ode due * Video taping of the ode on* Viewing of videos in class REQUIREMENTS:1.Write an ode to a common objectof at least 50 words (for each member of the group)and include at least 2 metaphors or similes. Be sure to develop your images well in the style ofPablo Neruda.3.A4.The first copy of the ode will be video taped in class using visuals and music.5. GRADING:50 pts. (4 on rubric)* Final copy50 pts. (4 on rubric)* Video taping of the ode100 pts. (4 on rubric)* Viewing of videos in class/critiques50 pts. (4 on rubric) 14Languages Other Than English5. HOMEWORK: Define the words metaphor, simile, and ode. 6.In small groups, students agree on one definition for metaphorand simile and create vari-ous examples of each. For odethey list titles of odes they know. Each group presents itsdefinitions and examples.7.Using props (several different size

118 d scissors), read Oda a Las Tijerasto st
d scissors), read Oda a Las Tijerasto students . Studentsare asked to complete a graphic organizer by jotting down words, phrases, or by drawingpictures for the images the ode evokes.8.Read Oda a La Guitarrato students as an audio cassette of guitar music plays as back-ground. Again, students complete a graphic organizer by jotting down words, phrases, ordrawing pictures for the images the ode evoked.9.Oda a la Bicicleta). After they generate ideas theyshare them with the class.10.Students readOda a La Bicicleta and compare and contrast their ideas with NerudaÕsimages.11. HOMEWORK: Students are given four themes to choose from „numbers, books, onions,and sadness. They brainstorm metaphors/similes for one of these themes.12.Students are divided into groups by the themes they choose. Within the groups, theyshare ideas that each one comes up with and make a list of the images they like best as a

119 group. They then present to the class.13
group. They then present to the class.13.Students within the same groups are given a copy of the ode with the same theme theyselect for homework. They read the ode and create a vocabulary list. Next, they compareand contrast their ideas with NerudaÕs images.14.Show the class a short videotape on Pablo Neruda. In the video there is a brief biographyof NerudaÕs life, clips from the movie Il Postino, and many personalities (Sting, Marlo Ellos satisfacen el hambre del ayuno de la noche,Ellos te hacen sucumbir al dulce sabor del malvavisco,Corazones,Rojo igual que la sangre latiendo dentro de t’,Estrellas, las Estrellas en el cielo, Tœ quieres contarlas,Herraduras, desechos de un mŽtodo de viaje, Learning Experiences 1515.Students are given a written description of the culminatingactivity and two rubrics (one for the ode and one for the video).This project requires students to write an

120 original ode to a com-mon thing and crea
original ode to a com-mon thing and create a video featuring the ode.16.Students work alone, in pairs, or small groups to write an ode.After writing a rough draft, they are cued for errors and do arewrite. Final drafts are taken to the computer lab for word pro-cessing.17.Students develop a storyboard for their video, select back-ground music, props and visuals, and rehearse the presentation.18.View the videotapes. ASSESSMENTI was able to partially assess each video through each of three viewings: 1) when I previewedbefore showing in class; 2) during the class viewing; 3) at home after all class presentations.Throughout the development of the culminating activity students were able to self-assess usingthe rubrics. The students created somebeautiful odes and videosthrough which they continuedto develop their skills incollaborative work,communication andtechnology, andorganizational skills.Teach

121 er 16Languages Other Than English REFLEC
er 16Languages Other Than English REFLECTIONThe next time I teach this unit I hope to includevideo clips from the movie, Il Postino. I wouldalso stress the use of the Spanish/Englishdictionary when writing their own odes so thatthey have increased practice with new vocabu-component for peer evaluation. THE STATE EDUCATION DEP THE UNIVERSITY OF THE STATE OF NEW YORK P ART II.5Village Francophone.......................................2Le Retour de Martin Guerre..........................10NOTE:This document is a work in progress. PartsII and III, in particular, are in need of furthermance tasks for these sections. Inquiries regardingsubmission of materials should be directed to: TheLanguages Other Than English Resource Guide, Bonjour Privet 2Languages Other Than English Checkpoint C sunderstand standardspeech sdiscuss range of topics suse range of idioms smodel spoken language LOTE 1 LOTE 2 V illage

122 Francophone is a six-week unit in which
Francophone is a six-week unit in which students work together to create theirown French-speaking village in the classroom. The impetus for creating this unit isThe Game of Village, Inc., an educational program and summer camp that originatedin Nelson, New Hampshire. As adapted for a high school Intermediate French classroom,Village Francophoneretains some of the core principles of The Game of Village, while recognizingthat a project designed for middle students in the woods and fields of New Hampshire mustbe modified somewhat. The original version includes building miniature houses, claimingand developing land (homesteading), and making small dolls, activities that may not beappropriate. Village Francophone Jane W. ShuffeltonBrighton Central SchoolsS h u f f e l t o n @ a o l . c o m Grade 11 Learning Experiences 3 This is a learner-centered activityexplore an imaginative communitytogether in a ci

123 vil society. I never realized how hard
vil society. I never realized how hard it isfor people with differentpoints of view to worktogether and how much workit is to make a society work.Student 4Languages Other Than English Francophone Village AGame of Identity Rules of the game world.¥your name ¥the country you come from¥your age¥your profession¥your personal history¥your family ¥¥You will present your new identity orally. At that time you will be expected to answer questions about¥¥Before your oral presentation you may meet with a French teacher or the French assistant for practice.¥¥¥ Learning Experiences 5 Francophone Village Your New Identity Some suggestions of additional features Questions you will have to answer first and last namecountry of origincity or village you come fromyour ageyour familyyour profession (or student status) sign of the zodiacyour educationyour best qualityyour flawsyour favorite pastimeyou

124 r favorite musica person you admireyour
r favorite musica person you admireyour political point of viewyour favorite foodwhat you like bestwhat you dislike Why have you come to our village?What is your ambition?What has been the biggest adventure of your life so far?Who would you like to meet?Who is your best friend and why?Where would you like to go and what would you like to see?Are you married?What problem in the world troubles you the most?How did you get to our village?What interests you the most?What will you contribute to make the village a success? 6Languages Other Than EnglishIt is important that students see this project as a chance to make their own decisions, to becritical to help students realize that they are still Ôlearning FrenchÕ by doing the project whenthey ask questions such as ÔHow are you going to give us tests?Õ or ÔWhat unit are we workingon?Õ It is essential to help them see that learning French can be more

125 than a series of lessons andtests. In f
than a series of lessons andtests. In fact, the learning experience probably will work for teachers of varying classroomstyles, structured and less structured, provided the basic concept of letting the students feelownership of their own village and freedom to design the project is on their terms, as long as itis appropriate. The unit needs to begin with a detailed introduction of the concept. The teacher explains thegoals for students, discusses assessment, and clarifies procedures. She distributes informationnproposals for village name, with a rationalenlearning vocabulary for governmentnmap and explanation of village location including geographical featuresndescription of the villagerÕs housensummary of commissionsÕ work.Students make oral presentations of their new identities to begin the creation of the village. Onestudent is asked to be scribe for all information. Members of the class a

126 sk questions. When allidentities are com
sk questions. When allidentities are complete one student compiles the information into a data base to distribute to allmembers so that they can begin using everyoneÕs new name and profession.The next step for students is to present proposals for the name of the village and its location.They can include maps and other information. There is thorough class discussion in the targetlanguage until the name and location of the village is agreed upon. The students divide intoÔcommissionsÕ to work on aspects of community life that are important, such as government, theeconomy, etc.Each commission prepares an overhead or other symbol of their ongoing work to present theirspecific report so that there is a thorough understanding of this fictional village and its people.The students can draw up their own list of items to be included in the commissionÕs work or theteacher may mandate them as follows:ngover

127 nment with a constitutionnnvillage layou
nment with a constitutionnnvillage layout complete with mapnschool systemnmunicipal servicesncommunications especially those involving major negotiations between villages. Learning Experiences 7 8Languages Other Than English ASSESSMENT * AssessmentIn the assessment rubric, each aspect of your writing will be considered of equal impor-1.Vocabulary: accurate and appropriate evidence of advanced level, for example words relating to a woodcutterÕs trade if thatis your new identity2.Syntax and Structure: variety of syntax, beyond simple subject/verb/object sentencesevidence of ability to use complex sentence structure, such as ÒifÕ sentencesrelative clauses, subjunctive, passive voice, ÒwhenÓ sentences3.Grammar and Orthography: accuracy in spelling and in orthographic features such as gender and number agree-ment, pronoun and verb formsability to use more complex verb tenses, variety of tenses (fut

128 ure, imperfect, pluper-fect)4.Presentati
ure, imperfect, pluper-fect)4.Presentation: length, long enough to meet the requirements of the assignment, at least a page orlonger for longer assignmentsorganization and developmentOral Reportsaloud. The assessment criteria include the following, in equal importance for each.l.Pronunciation: good French pronunciation, attention to particular sounds such as ÒrÓ, ÒuÓ clear pronunciation so that it is understandable Learning Experiences 9 REFLECTIONIt is critical to help students realize that they are Ôlearning FrenchÕ by doing the project. Goals tomake this unit work better next time include: more written assignments including, if possible, aSome teaching styles would require a more structured approach and this could be achieved byincluding a predetermined list of village features and student work. This design requires theteacher to risk what may seem like an open-ended and unstructured activ

129 ity without knowingwhat the outcome may
ity without knowingwhat the outcome may be. 2.Intonation: French intonation, not Òup-and-downÓ like American intonationreasonably fluent, not pausing after each wordreasonable speed, not hesitant3.Vocabulary: good word choice, understandable (use dictionary carefully so you donÕt confuse newwords such as Òupset-turn overÓ and Òupset=distressÓ)4.Grammar: reasonably accurate, correct verb forms and tenses, gender of nouns, partitive, etc.5.Presentation: long enough, according to the assignment ÒliveÓ sounding, not mechanical reading of a text or recitation of a memorized pieceorganized, developedable to discuss, develop, answer questions on topic 10Languages Other Than English Checkpointc B&C sunderstand significantdetails scomprehend nuances sdiscuss range of topics scomprehend native textsdemonstrate sophisticatedknowledge LOTE 1 LOTE 2Le Retour de MartinGuerre Michelle BloomGuilderland Ce

130 ntral SchoolsG U I L D . D O . m b l o o
ntral SchoolsG U I L D . D O . m b l o o m @ m a i l . n e r i c . o r g Grades 11-12 use both previously learned vocabulary and newvocabulary to comprehend the dialog in anlevel classroom. The unit enables the teacherto be the Òguide on the sideÓinstead of the Òsage on thestage.ÓTeacher Learning Experiences 11Purpose: Students view an authentic movie and react, write,and discuss the events.The students view the original French version of the movie, Le Retour de Martin Guerre, afterwhich they read the script of the movie. Each day the viewing consists of short 10-20 minutesegments followed by students writing answers to both written and aural comprehension ques-tions. Throughout the days of viewing, students write in French in their personal journals abouttheir reactions. The culminating activity is the student preparation of a mock trial of the maincharacter. 12Languages Other Than EnglishSt

131 udents work in cooperative learning grou
udents work in cooperative learning groups to prepare their ÔcasesÕ with the ongoing help ofextemporaneously; however, some of the students need and are permitted to use their notes. ASSESSMENTDuring the cooperative learning sessions, the teacher monitors the students and observes theiruse of the language. One of the group activities is in a game format. The scores of each studentpermit the teacher to monitor progress. During the trial (which is videotaped) a simple rubric isused to assess their performance. REFLECTIONStudents have already learned about 16th century Europe in their social studies classes. Thisactivity helps them to make connections to that period and also to think about the system of jus-tice in France, their own and other countries. * Assessment Learning Experiences 13 Possible modifications: The less able learnersresult in higher levels of comprehension under those THE STAT

132 E EDUCATION DEP THE UNIVERSITY OF THE ST
E EDUCATION DEP THE UNIVERSITY OF THE STATE OF NEW YORK P ART IIIAssessmentPurposes of Assessment......................................................2Principles of Assessment....................................................3Rubric Assessment...............................................................4Dual Language Program....................................................13. . . . . . . . . . . . . . . . .1 9Spanish V Mystery Stories: Horseheads H.S...................23Selected List of Foreign Language Resources.....................31NOTE:This document is a work in progress. Parts II and III, in par-ticular, are in need of further development, and we invite the submis-sion of additional learning experiences and local performance tasksshould be directed to: The Languages Other Than English ResourceGuide, Room 681 EBA, New York State Education Department,12234 (tel. 518-474-5922). Guten Marg

133 en Bonjour ÁBuenos D’as! Privet 2L
en Bonjour ÁBuenos D’as! Privet 2Languages Other Than EnglishPurposes of Assessment A ssessment is the howoflearning as well as thewhat and how much. It is a process ofobtaining information about student learning that can be used to inform a variety ofdecisions and actions. Therefore, assessment and instruction are continuously linked.The major purposes of assessment are:nto improve learning by assessing studentsÕ strengths and weaknessesnto measure levels of student achievementnto help students think about their own learning nto provide data which can help improve program effectivenessnto help teachers improve their practice by helping them address student needsnto provide information for reporting to parents and the publicThe learning standards for Languages Other Than English define what learning is impor-tant. Assessment strategies, whether formal or informal, help teachers develop a sup

134 portivelearning environment which emphas
portivelearning environment which emphasizes inquiry and growth.S o u rce: P reliminary Draft Framework for Languages Other Than English. kyn hadna bydder. Ò Cada uno es artifice desu ventura. Ò Assessment Models3Principles of AssessmentAssessment in Languages Other than English should be:CharacteristicsIndicators Chi non fa, non falla. Ò performance-oriented3student work results in a product, written or oral performance, or problem solution.learner-centered3students construct or create their own answers rather than selecting from a set of possible responses.authentic3tasks are based in real-life situations3the context of the communicative task accomplishes a specific purpose.curriculum-embedded3assessment situations are woven into course of instruction3extended performance assessments, like projects, are part of the teaching/learning process.criterion-referenced3student performance is evaluated

135 against standards.assessment expectatio
against standards.assessment expectations3criteria is established to demonstrate a range of known to studentsperformance. 4Languages Other Than EnglishRubric: AssessmentDefinition of a Rubric A rubric is an assessment tool that describes levels of student achievement on performancetasks. Grant Wiggins defines it as a printed set of guidelines for distinguishing betweenscale. Other characteristics of rubrics are: nthe points (scores) of the scale are equidistant on a continuumndescriptors are provided for each level of student performancendescriptors are valid (meaningful) and scores are reliable (consistent)nthe highest point (level) indicates exemplary (professional) performancenscores relate to actual levels of student performance (empirically validated)nthe scale includes four or more rating levels (points)ntypes include holistic (overall student performance) and analytic (dimensions); theasses

136 sment of a student performance should in
sment of a student performance should include both typesnthey make explicit to students, parents, and administrators the criteria for studentachievementnthey can be used by students to assess their own performance and the performance ofother students. Possunt guia posse Ò Assessment Models5 Why Use Rubric Assessment¥Why use rubrics?- teacherÕs expectations are made clear- students are asked to reflect on the quality of their work- rubrics accommodate a variety of student abilities- the levels of accountability increase student understanding and knowledge- students are involved in their own development- rubrics will help students develop internal sets of criteria¥When do we use rubrics?- when a learning experience involves a series of tasks- when there is more than one way to complete a task- when scoring needs explanation- when a task is significant¥What makes using rubrics effective?- they ar

137 e task specific- they use power verbswhi
e task specific- they use power verbswhich help to define results¥Power Verbs to use with rubrics definedescribeidentifylistnameexplainselectcategorizechangecomputedemonstratepreparesolveestimaterelateoutlinecombinedesignconstructanalyzecontrastinterpretdifferentiatedistinguishillustratediscussrewritedefendpredictcriticizejustifysupportconcludetranslatesummarizedecidecritiquedebatememorizerepeatlabelrecordrecallrestatelocatereviewrecognizeidentifydramatizeapplypracticeinterviewquestioninventoryexperimentexaminediagramcomposeproposeformulateplanassemblecreatecollectgatherSource: Used with permission: Siebold, Janice. Parkdale Elementary School, East Aurora Central SchoolDistrict. ? Selbat getan ist wohlgetan. Ò Steps to Successful PortfolioImplementation N assessment. Amore detailed version appears in the document referenced below. 1 Decide on purpose for portfolio 2 Select appropriate type of por

138 tfolio 3 Decide on contents 4 Develop sy
tfolio 3 Decide on contents 4 Develop system to assess portfolio 5 Develop plan for integrating student self-reflection and conferencing into portfolio process 6 Make decisions on format and storage of portfolio 7 Determine answers to ownership questions 8 Decide on role played by parent and others in portfolio process 9 Decide on class, course, or grade level to begin portfolio use 10 Evaluate process 6Languages Other Than English , 10 Assessment Models7Student Self Assessment of Foreign Language Performance I GRADE ___________MALE 1. Check the appropriate areas that indicate how you rate yourself. I can do the following:AgreeAgree somewhat Cannot dobut need a lot of improvement greet someone, ask the person how she/he feels tell someone my name, where I live, and my age tell someone a little information about my family discuss five countries where the foreign language is spokenand tell a few int

139 eresting points about those countries un
eresting points about those countries understand and respond to questions asked to me aboutmy name, age, where I live, and the music I like read a simple short paragraph if it is about someone who isdiscussing him/herself, school, or friend write a note to a pen pal telling about myself write to my teacher and describe a typical day from thetime I get I up until the time I go to bed write the correct endings on verbs because I understandwhich endings go with specific subjects read, write, and tell the time order something in a school store, a restaurant, or a depart-ment store Describe other tasks that you can performList three tasks identified above that you are willing to demonstrate:1.___________________________________________________________________________________2.___________________________________________________________________________________3.____________________________________________

140 _______________________________________
_______________________________________ 8Languages Other Than English SELF-ASSESSMENT CHECKLISTFIRST LETTER TO Ayou cannot initial. Attach this sheet to your letter._________ I wrote my letter all in French_________ I wrote a first draft_________ I showed my first draft to my partner _________ on _________ for suggestions_________ I used some of my partnerÕs suggestions_________ I wrote my return address and date in the upper right-hand corner_________ I wrote an appropriate salutation.In the body of my letter, I included the following information:_________ my name_________ my address_________ my age_________ my birthday_________ the number of brothers I have_________ the number of sisters I have_________ three things I like to do_________ I wrote two or three sentences of my own choice_________ I closed my letter with an appropriate closing expression_________ I signed my name_________ I checked

141 my spelling_________I wrote neatly and l
my spelling_________I wrote neatly and legibly___________________________________DATE: __________________________________________ 4 Assessment Models9 4 SELF-REFLECTIONName of piece/project: ________________________________________________________________The strengths of this piece/project are: ______________________________________________________________________________________________________________________________________I tried to solve the problem by:_____________________________________________________________________________________________________________________________________________If I could redo this piece/project, I would: ___________________________________________________________________________________________________________________________________Something I would like you to know: ________________________________________________________________________________________________

142 _______________________________________S
_______________________________________Signature: ____________________________________________ Date: _______________________ 10Languages Other Than English 4 TEACHER-STUDENT CONFERENCEDate: _______________________________Student Name: _______________________________________________________________________Subject of Conference: ________________________________________________________________What I have done so far: __________________________________________________________________________________________________________________________________________________What I feel good about: ___________________________________________________________________________________________________________________________________________________Something I want you to know: ____________________________________________________________________________________________________________________________________________Te

143 acher Comments: ________________________
acher Comments: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Assessment Models11 4 PEER CONFERENCE FORMThe piece I reviewed was _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________My suggestions are: _____________________________________________________________________________________________________________________

144 ________________________________________
_____________________________________________________________________________________________________________________Peer reviewer ____________________________________________ Date _____________________ 12Languages Other Than English 4 Student Name: _______________________________________________________________________Title of Project: _______________________________________________________________________The strengths of the project are: ____________________________________________________________________________________________________________________________________________Areas that still need work are: _____________________________________________________________________________________________________________________________________________Comments about the projectÕs organization and appearance: ____________________________________________________________________________________________

145 ________________________________________
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Words of encouragement: _________________________________________________________________________________________________________________________________________________Signature of Parent/Adult Reviewer: ___________________________________________________ Dual Language Program T he New York Assessment Collection is a multimedia resource bank of assessments developedabout good assessment practice. Pspeaking or primarily English speaking home. It provides students with opportunities to useand experience language, both Spanish and English, in a variety of contexts. This environment isintended not only to foster the development of

146 a second language, but to promote studen
a second language, but to promote studentsÕoverall academic growth.The classroom described here is a multi-age class. It combines fourth- and fifth-grade stu-writing skills in both languagesÑfor all children.p l e s :1.Learning is an ongoing process2.Language learning, whether Spanish or English, is a means to further learning, and notsimply the end to be aimed for3.product than on tracking the learning process and teaching students to reflect critically on theirown learning. Assessment happens at six stages in both languages throughout the year:Authentic Assessment:I.Individual teacher interviews with children and their familiesII.MeetingsIII.Observation and recording Assessment Models13 Adapted from: New York Assessment Collection. Coalition of Essential Schools, Brown University, 1995. 14Languages Other Than EnglishAssessment based on specific tasks and/or student performances:VI.Collecting wo

147 rk samples.As a window into assessment i
rk samples.As a window into assessment in the Dual Language class, this case study looks closely at amajor thematic study on Native Americans.The six stages of assessment fundamental to the Dual Language class are summarizedbelow. Following the summary is an example of one form of assessment, a take-home test,which calls upon students to demonstrate their research and presentation skills. The test is justAUTHENTIC ASSESSMENTI.Individual teacher interviews with children and their families:The purpose of these interviews is to access previous school knowledge and life experiences thatwill empower curriculum decisions. This assessment is done during September and October. Inaddition, study surveys and questionnaires are completed by individual students during thecourse of a study or upon its completion. Students are held accountable for maintaining anMeetings:This is the time when new study topics or

148 discussions take place among the teacher
discussions take place among the teacher and stu-in topic discussions. There are several meetings during the course of the day. Achild may alsocall for a class meeting if she or he feels that there is important news or a finding or concern thatneeds to be shared with the group. Students are often asked to reflect upon discussions thatChild Study:tailor curriculum to meet the strengths of each individual student while supporting areas oflearning that need to be mastered by the student as a member of the group. Recognizing diver-sity in learning styles (multiple intelligences), home culture and language, and in social develop-ment, as well as previous school experience, is valuable information for the creation of an accu-rate student profile.ASSESSMENT BASED ON SPECIFIC TASKS OR STUDENT PER-FORMANCESIV.Research:Children learn that all research is based on inquiry (questions). Research includes findin

149 ging. Assessment Models15V.Presentation:
ging. Assessment Models15V.Presentation:Children are encouraged to experiment and to use a range of media while working on the pre-sentation of a project. They are also encouraged to work with partners collaboratively ratherVl.Collecting Work Samples:Children and the teacher make decisions together on the kinds of work samples that will be putthe students need to relearn or master. Samples from all study areas are kept, along with pho-TAKE-HOME TEST[Reproduced below is the take-home test given to students as one form of assessment for the ____________________________________SECTION I.1.Draw a picture of the United States as you know it.2.The Great Shatamuc is the Algonquin name of the______________ River that runs along the west side ofManhattan, the native name of Manhattan.3.Where would I find Spuyten Duyville Creek if I were to look at a map of Upper Manhattan?4.Shorakapkok was a fishing village

150 which is now known as ______________ pa
which is now known as ______________ park.5.Katherine Keelor wrote the book Little Fox. Why is this story considered historical fiction?6.8.Draw me a picture of the framework involved in building a Wigwam. What outdoor material did they useto cover this frame?9.Discuss the process of building a dugout canoe.12.Fleshing 16Languages Other Than English Softening Scraping For the scraping Singing Water used an adz made with an elk-horn handle and a blade of stone at right angles tothe handle. She had several women to work with her. They staked out the skin with the hair side up and an oil-Stripping Braining she pulled up the corners to form a bag and twisted the skin tightly into a solid ball and hung it up to soakovernight. Graining 13.Draw a quick sketch of Algonquin clothing for men, women, and children.14.What is a Wampum and what was it made of?15.Houses were built to suit the climates of differ

151 ent regions. Which houses would have bee
ent regions. Which houses would have been suitable for thefollowing climates in America? - Eastern Region- South West- Northern Region West-North Pacific West- Southern RegionSECTION II.to complete thissection of the test.1.What does the name Eskimo mean and from what Indian language was it taken from?3.Who are the Inuits and what does their name mean?4.What are UMIAKS? What are they used for?6. Who were the Cliff Dwellers and in what part of the Americas can we still find traces of their civilization?7.What were the responsibilities of the Anasazi men, women, and children in their daily life? Assessment Models17 8.The Anasazi had many traditions, what was the tradition for both girls and boys that were approachingadolescence? 9.What was the average life span of the Anasazi? Why? 11.Who were the Indians of the Northwest coast and in what way were they different from the EasternWoodland Indians? 12

152 .What does the word Potlatch mean? 13.Wh
.What does the word Potlatch mean? 13.What is a totem pole? 14.Who were the people of the longhouse? 15.What does the word Sachemes mean? 16.It is said that the Iroquois created a remarkable form of government. This government was democratic andIn 1492 Columbus made his first voyage and came across the NEW WORLD. It was the year in which alltimes in history and to many groups of people. In your own words, give me other examples of intolerance,ethnic, racial, or otherwise.19.What made these two men different or perhaps similar?SECTION III. REFLECTION1.Think back on our study and tell me who are the women we have come to know in history through FIRSTAMERICANS, the text we used.2.Do you think that women are treated equally to men in the telling of history? Do women just as men play animportant role in the shaping and making of history?3. Most early Europeans referred to the Indians as a savage. What d

153 oes that word mean when it is used todes
oes that word mean when it is used todescribe another human being?5.In class all year we have been talking about the danger involved when one group believes it is superiortoanother. What is your opinion of this? Give me examples of this as you respond. 6.What is your opinion of Christopher Columbus as you have come to know him?7.If I were to go to a map, where would I find the island of Hispaniola today?8.The first Africans came in 1503. In 1574, there were about 12,000 Africans on the island of Hispaniola. Whobrought them there and why?9.In your opinion, did the Indians and Africans have anything in common?10.What do you suppose was the opinion of the Europeans?11.In your Social Studies Journal you have early notes on Indians: what you thought about them and what youknew. What do you know now that you didnÕt know back in September?vvvvvvvvvvvvvvvv 18Languages Other Than EnglishCLASSROOM OVERVIEWt

154 hese students and is used for many purpo
hese students and is used for many purposes. Desks are arranged in groups, and all groupscombine 4th and 5th graders as well as Spanish- and English-dominant students. However, theseating arrangement does predetermine the formation of groups for all class activities. There is a8:45 a.m. - Independent time (to pull together work for the day)9:00 a.m. - Meeting9:25 a.m. - Reading circles, book talks, and writing workshop11:00 a.m. - Recess11:45 a.m. - Lunch12:30 p.m. - Social studies/science/math (alternating)*3:00 p.m. - End of school day* Students have one special class period daily: art, music, physical education, or science.painted by the students. Displays of Native American artifacts are arranged on bookshelves,including pottery, beads, shells and dried corn, along with photographs and books by and aboutNative Americans. Students have also built a tabletop model of a Native American village,whi

155 ch is displayed in one corner of the roo
ch is displayed in one corner of the room.The classroom atmosphere reflects MadeleneÕ s belief that children learn through manymedia and must be given opportunities to approach topics from a variety of angles. Studentslearn about Native Americans through reading; discussing; drawing; ÒjournalingÓ; through agroup play-writing project; through field trips to Inwood Park in Manhattan and to the NativeAmerican Museum; and by building and painting in the classroom - all different ways of pro-cessing new information and experiences. Assessment is directed at helping students keep trackof their own learning through group discussions, journaling, and self-assessments. Surveys andreading. The take-home test that culminates the Native American study also requires reading forinformation, interpretation, and original writing from the students. Dios me libre de hombrede un libro Ò Branched StoriesProject Sc

156 hool of the Future ÒT reads another. Th
hool of the Future ÒT reads another. The Branched Stories Project, collaboratively designed by technologyThe School of the Future, a 7-12th grade school, strives to help students develop skills theywill use for the rest of their lives: Òhow to think, how to solve problems, make decisions, under-stand whatÕs important, adapt to a changing world, be creative, write well, and work well withothers.Ó Interactive multimedia projects such as the Branched Stories Project emphasize activelearning and demand the demonstration of skill mastery and deep understanding.In the Branched Stories Project, middle-school students practice their linguistic skills andbroaden their cultural understanding as they write stories in a foreign language. In addition,they actively use software to animate and display their work. Students engage outside observersin their project work by inviting them to read (and experience)

157 the interactive stories they haveStudent
the interactive stories they haveStudents are instructed to write their stories in French with multiple Òbranches.Ó They write twobranches, each with four levels, and several endings.In the model, the first card might read:there are children playing in the schoolyard B.the schoolyard is emptyThe next card, lA, would present a response and two further options based on your selectionA.they ask you to join in the fun B.they ignore youIf you were to select response Aagain, on card lAA, you would read:You donÕt know the game they are playing and some children A.make fun of you B.teach you how to play 19 Adapted from: New York Assessment Collection. Coalition of Essential Schools, Brown University, 1995. 20Languages Other Than Englishond sentence written in French, at least: A.2 nouns B.2 adjectives C.2 verbsOnce the stories are finished, students begin work at the schoolÕs computer center, whereproj

158 ect includes Macintosh LCIIIs, Apple Col
ect includes Macintosh LCIIIs, Apple Color Scanners, CD-Rom players, and microphones.Students are given the following criteria and point values to guide their work: Story/Research: 50 Input on Computer: 15 Quality of Story/Research: 10 Accuracy of French/Subject: 10 Total: 100At the end of the unit, each pair of students presents their Branched Story Project to theirclassmates.clearly explains the Ògrading weightsÓ for each criterion of a successful project. The criteria andpoint values presented to the students (before they begin work on their stories) are as follows:Story/Research: 50Input on Computer: 15Quality of Story/Research: 10Accuracy of French/Subject: 10Total: 100dents work to their potential? Did they use only the present tense rather than stretching them-selves to include other tenses that they were taught or exposed to? In an effort to motivate stu-dents towards high-quality work, t

159 he point values heavily emphasize writin
he point values heavily emphasize writing and languageaccuracy and attempt to de-emphasize (while still valuing) technical computer usage, which is Assessment Models21will receive for each of the six evaluative dimensions. The points are added up to determine thefinal grade the students will earn. Students receive the point grid for their own Branched Storyso they understand exactly where they earned points.CONTEXTThe School of the Future is a comprehensive academic junior and senior high school (cur-rently grades 7-11, with a 12 grade to be added next year) of 400 students. The school is part of acollaboration between Community School District Two and the Manhattan High Schoolsminute period. The Branched Stories Project lasts approximately six weeks.During the first three weeks of the Project, students mainly work in pairs and in individualwith a student who has less. Advanced pairs of students ar

160 e often encouraged to write storiesusing
e often encouraged to write storiesusing more sophisticated vocabulary and to use a variety of verb tenses.Students begin the Branched Stories Project by reading examples of other stories as models,brainstorming ideas for their own stories, and developing a plot line. Several drafts of each storynaries and sample stories are available to the students as well.After three weeks of classroom work on the Project, students continue to develop their sto-best to use their limited computer time.In the computer room students are instructed in computer usage. Students begin computerwork by transcribing their stories with a word processing program. Then they spend the rest ofdents move from computer to computer, working through each story and seeing what theirclassmates have accomplished. Bonne renommŽe vautmieux que ceinture dorŽe Ò 22Languages Other Than EnglishBranched StoriesAPPENDIXA. Screen s

161 hot of Wai Fu and DonaldÕs Branched Sto
hot of Wai Fu and DonaldÕs Branched Story B. Screen shot of Jason and CarloÕs Branched Story A B Spanish V Mystery Stories T hroughout the five-year Spanish sequence at Horseheads High School, the overall goal isfor students to feel confident using, and knowing that they know how to learn, a lan-guage other than English. Horseheads High School is increasingly emphasizing develop-ment of second language acquisition skills through the use of authentic materials (e.g., primarysource documents, literature, etc.) and communicative activities (e.g., group discussions, cooper-In Vickie MikeÕs Spanish V class, literature provides the basis for most activities. While stu-dents gain exposure to Spanish-language literature, the primary emphasis of the course is com-municative-language learning. Literature provides the context for language use - reading, writ-ing, speaking, and discussion. It also serves a

162 s an excellent resource for learning abo
s an excellent resource for learning aboutSpanish-language cultures.The original Mystery Stories and Literary Games described here culminate a twenty-weekunit on the work of writers Gabriel Garcia Marquez and Jorge Luis Borges. This unit allows stu-STORYCRITERIAFOR MYSTERY4is creative and imaginative4contains many descriptive adjectives to depict characters and scenes4contains rich vocabulary for this level4uses idiomatic expressions appropriately4uses complex sentence structure effectively4demonstrates mastery of basic Spanish syntax4is comprehensible and appropriate in all parts4does a good job of combining fantasy and reality4shows little interference from English; not much ÔSpanglishÕ Assessment Models23 Adapted from: New York Assessment Collection 24Languages Other Than EnglishLITERARYGAMEIn addition to the Mystery Stories, students create original board games which in some wayreflects under

163 standing of the literature read. Student
standing of the literature read. Students are free to work individually or collabora-tively on the game. They understand that a part of their assessment for the semester is based ontheir explanation of the game in Spanish to classmates and then playing the game with all verbalcommunication in Spanish.CRITERIAFOR LITERARYGAME:The game:4is very original in design4shows evidence of creativity and much effort4is rich in vocabulary for this level; it involves new words4involves good comprehension questions based on the stories read4connects with the themes4reflects much thought and organizationPERFORMANCEAsample of student performance is included: JodyÕs Mystery. [Please note: spelling, punctu-ation, and usage are as submitted by students.]SAMPLE #1: JODYY ELDESIERTO Juan Poco, un hombre gordo con pelo rizado, abre la puerta de madera de su casa enBarcelona y va al buz—n, Žl est‡ esperan

164 do para un paquete de su amigo, Rico Lar
do para un paquete de su amigo, Rico Largo. Rico es uncriminal muy peligroso y est‡ metido en un li—. Rico vive en Madrid y Žl va a enviar un paquetede siete mil pesetas a Juan. Juan ocultar‡ el paquete en el bosque hasta que Rico pueda venir aBarcelona. Cuando Rico viene a Barcelona, Žl obtendr‡ el paquete y entonces Žl va a mudarse alos Estados Unidos. Si Juan no puede hacer lo que Rico quiere, Rico le matar‡.El paquete no llega y Juan va al bosque para encontrar un lugar para ocultar el paquete.Cuando Juan entra en el bosque, ve una casita vieja. ƒl entra y se corta la cabeza. De algœnmodo, Žl puede regresar a su casa, se pone sus pijamas y se acuesta.Cuando regresa, el paquete ha llegado.Inmediatamente Juan va al bosque y entra la casita vieja. El oye la voz de Rico, ÒHola miEllos van en el coche de Rico. Primero van a un restaurante porqu

165 e Rico no come en dosd’as. De repen
e Rico no come en dosd’as. De repente Juan tiene un idea: debe ir al ba–o y huir por la ventana. Puede ir a la policia ypueden coger Rico.Juan pregunta si puede ir al bano y Rico dice, ÒS’.Ó Pero cuando Juan entra en el ba–o, no Assessment Models25anoche. Dan un paseo largo por la arena. Finalmente Rico saca su rev—lver y dice, ÒLo siento miel cambio.Ó El tiene siete mil pesetas, no necesita el cambio.Juan decide ir a su despacho para cerrar el dinero en su escritorio con llave.Afortunadamente el portero est‡ despistado; no pregunta nada. Juan pone el dinero en suescritorio y regresa a su casa. Est‡ muy nervioso cuando entra por su puerta de madera. ƒl sedesviste, se pone sus pijamas y se acuesta.La proxima manana Juan se despierta a las nueve. Va a la tienda para comprar huevos yleche. No regresa hasta las once porque tiene que hacer cola por mucho tiemp

166 o. Cuando vuelva,hay un otro paquete en
o. Cuando vuelva,hay un otro paquete en su buz6n. ÁJuan abre el paquete y hay mucho dinero dentro!Necesita ir a su despacho para ver si hay dinero en su escritorio. ÁEI esta muy emocionadoporque todo fue un sue–o! Rapidamente Juan se viste. Pero cuando se pone los zapatos, hayarena en ellos.Literary Game Description:While I was making the cards for the game, I was constantly referring to the story lookingsufficient knowledge of El Sur.EvaluationReproduced below are the assessment rubrics used to score Mystery Story and Game Boardperformances.MYSTERYThis story is clearly superior and creative in its development and expression. This story isnot necessarily error-free, but the story:4is creative and imaginative4contains many descriptive adjectives to depict characters and scenes4contains rich vocabulary for this level4uses idiomatic expressions appropriately4uses complex sentence structure effe

167 ctively4demonstrates mastery of basic Sp
ctively4demonstrates mastery of basic Spanish syntax4is comprehensible and appropriate in all parts4does a good job of combining fantasy and reality4shows little interference from English; not much ÔSpanglishÕB: 4is somewhat creative and imaginative4contains some descriptive adjectives to depict characters and scenes 26Languages Other Than English4contains good vocabulary for this level4uses some idiomatic expressions appropriately4contains more than a few errors in basic structures, such as verb forms or gender4is comprehensible and appropriate in all parts4attempts to combine fantasy and reality4has some interference from English that affects the comprehension in parts; someÔSpanglish ÔC: 4could have been more imaginative4contains very few descriptive words, and vocabulary is lacking, especially for this level4contains several basic errors in simple sentences4comprehension is affected by ÔSp

168 anglishÕ4unsatisfactory attempt or no a
anglishÕ4unsatisfactory attempt or no attempt to combine fantasy and realityLITERARYGAME:A: This game is very original in design.There is evidence of creativity and much effort.The game is rich in vocabulary for this level. It involves new words.The game also involves good comprehension questions based on the stories read.The game connects with the themes.The game reflects much thought and organization.An excellent job!B: The is game is original and creative.It reflects an understanding of the stories read.The game involves new vocabulary.The format of the game connects with the themes.This is a very good game.C: This game is satisfactory.The game reflects some effort.D: This project is unacceptable for this level.There is very little evidence of creativity and effort. See me. Assessment Models27 MYSTERYIn preparation for the culminating projectsÑoriginal Mystery Stories and Literary GamesÑstude

169 nts read a short, popular mystery to Òb
nts read a short, popular mystery to Òboost their confidenceÓ in reading and writing.Afterwards, students are given about a week of class- and homework time to begin work onexpressions, and the like. Stories are only required to be word-processed, as later in the year,Upon completing their stories, students begin creating their games. The assignment is intro-duced in class, and students begin by choosing their partners or group members. All work onthe games is done outside of class. In creating their games, students develop questions based onthe semesterÕs reading (see PROMPT). Students arrange to ÒteachÓ the games in Spanish toexchange games and play them as a literature review before the final. 28Languages Other Than English Part III Quotes/Proverbs Translation Ò Cada uno es artifice de su ventura. (SP)Each one is the maker of his own fortune. CervantesChi non fa, non falla. (IT)He who

170 does nothing makes no mistakes.Possunt g
does nothing makes no mistakes.Possunt guia posse videntur. (L)They can because they think they can. VirgilSelbat getan ist wohl getan. (GER)Self-done is well done; if you want a thing well done, do it yourself.Dios me libre de hombre de un libro. (SP)God deliver me from a man of one book.Bonne renommŽe vaut mieux que ceinture dorŽe. (FR)Agood name is better than riches. Glossary of Terms Used in Languages 30Languages Other Than EnglishPROFICIENCYis the degree of accuracy and the scope of the commu-nication; described at Checkpoints A, B, and C.RELIABILITYis the measure of consistency for a particular assess-ment instrument; demonstrates similar scores whenabilities or knowledge are similar across time.RUBRICis an established set of scoring criteria organized intoincreasing levels of achievement and used to rate a stu-dentÕs performance.SITUATIONis the context in which communication

171 occurs; itdefines the communicative par
occurs; itdefines the communicative partners, their roles, and thechannels of communication (oral or written).STANDARDis what students should know and be able to do as aresult of instruction.TOPICis the subject of the communication; the universal ele-ments about which communication takes place.indicates measurement of what we want to measurerather than extraneous variables. Appendix B THE STATE EDUCATION DEPTHE UNIVERSITY OF THE STATE OF NEW YORK P IVStandard 1Modern Languages....................................2Latin..............................................................4American Sign Language..........................5Native American Languages....................6Standard 2Modern Languages....................................7Latin..............................................................8American Sign Language..........................9Native American Languages..................10NOTE

172 :This document is a work in progress. Pa
:This document is a work in progress. PartsII and III, in particular, are in need of furtherdevelopment, and we invite the submission ofadditional learning experiences and local perform-ance tasks for these sections. Inquiries regardingsubmission of materials should be directed to: TheLanguages Other Than English Resource Guide,Room 681 EBA, New York State Education 2Languages Other Than English Standard 1 Students willbe able to use a language other thanEnglish for communitcation.sLISTENING & SPEAKINGare primary communicative goals inmodern language learning. These skills are used for the pur-poses of socializing, providing and acquiring information,expressing personal feelings and opinions, and getting othersto adopt a course of action.Students:CHECKPOINT A¥ comprehend language consisting ofsimple vocabulary and structures inface-to-face conversation with peersand familiar adults¥ comprehend

173 the main idea of moreextended conversat
the main idea of moreextended conversations with someunfamiliar vocabulary and struc-tures as well as cognates of Englishwords¥ call upon repetition, rephrasing, andnonverbal cues to derive or conveymeaning from a language other thanEnglish¥ use appropriate strategies to initiateand engage in simple conversationswith more fluent or native speakersof the same age group, familiaradults, and providers of commonpublic services. öCHECKPOINT B¥ comprehend messages and shortconversations when listening topeers, familiar adults, and providersof public services either in face-to-face interactions or on thetelephone¥ understand the main idea and somediscrete information in television,radio, or live presentations¥ initiate and sustain conversations,face to face or on the phone, withnative-speaking or more fluent indi-viduals¥ select vocabulary appropriate to arange of topics, employ simple a

174 ndcomplex sentences in present, past,and
ndcomplex sentences in present, past,and future time frames, and expressdetails and nuances by using appro-priate modifiers¥ exhibit spontaneity in their interac-tions, particularly when the topic isfamiliar, but often rely on familiarutterances¥ use repetition and circumlocution aswell as gestures and other nonver-bal cues to sustain conversation. CHECKPOINT C¥understand standard speech deliv-ered in most authentic settings¥ understand the main ideas and sig-nificant relevant details of extendeddiscussions or presentations, and ofrecorded songs, feature programson radio and television, movies, andother media designed for use bynative speakers.¥ draw on a wide range of languagethose acquired through indepen-dent exposure to the language¥ comprehend subtler, nuanceddetails of meaning with some repe-tition and rephrasing¥ engage in extended discussionswith native or fluent speakers

175 on abroad range of topics that extendbe
on abroad range of topics that extendbeyond their daily lives and are ofgeneral interest to the target cul-tures. Modern CHECKPOINT A¥ understand the main idea and somedetails of simple informative mate-rials written for native speaker¥ compose short, informal notes andmessages to exchange informationwith members of the target culture.CHECKPOINT B¥ read and comprehend materialswritten for native speakers whenthe topic and language are familiar.¥ use cognates and contextual andvisual cues to derive meaning fromtexts that contain unfamiliar words,expressions, and structures¥ read simple materials indepen-plex material¥ write short notes, uncomplicatedpersonal and business letters, briefjournals, and short reports¥ write brief analyses of more complexcontent when given the opportunityfor organization and advanc prepa-ration, though errors may occurmore frequently¥ produce written n

176 arratives andexpressions of opinion abou
arratives andexpressions of opinion about radioand television programs, newspaperand magazine articles, and selectedstories, songs, and literature of thetarget language.CHECKPOINT C¥ draw on a broad range of learnedvocabulary, idioms, and structures,including the full range of timeframes, as well as languageacquired through independent read-ing¥ write multiparagraphed essays,journals, personal and business let-ters, and creative texts in whichtheir thoughts are unified and pre-sented in an organized fashion;errors in form may occur, particu-larly when the students are writingabout complex themes or issuesrequiring the expression of opin-ions, or when the topic is outsidetheir realm of experiences¥ use culturally appropriate learnedvocabulary and structures associ-ated with a broad range of topics,and structures such as simple andcomplex sentences to communicatethrough the full range of tim

177 eframes. Performance Indicators3 Standar
eframes. Performance Indicators3 Standard 1 Students willbe able to use a language other thanEnglish for communitcation.sREADING & WRITINGare used in languages other than Englishfor the purposes of socializing, providing and acquiring infor-mation, expressing personal feelings and opinions, and get-ting others to adopt a course of action.Students: Modern Languages CHECKPOINT A¥ read and understand simple con-nected materials written in Latin¥ write simple responses to oral,visual, or written stimuli¥ demonstrate an awareness of the¥ recognize and comprehend simplespoken Latin statements and ques-tions based on classroom situations¥ articulate simple Latin phrases andconvey meaning in controlled situa-tions.CHECKPOINT B¥ understand composed Latin andpassages adapted from Latinauthors¥ respond in simple written Latin andin English to questions based oncomposed Latin and on passagesadapted

178 from Latin authors¥ demonstrate a know
from Latin authors¥ demonstrate a knowledge of basicLatin vocabulary and languagestructures and an increased Englishvocabulary based on Latin. ¥ comprehend simple spoken Latinstatements and questions based on aclassroom situation or a simpleLatin passage read aloud.¥read familiar Latin aloud and speakLatin with accurate pronunciation,appropriate phrase grouping, voiceinflection, and expression in con-trolled classroom situations.CHECKPOINT C¥ read and understand selectedauthors of prose and poetry withsome assistance¥express in English the general andspecific meaning of Latin passagestrolled, but increasing, ability towrite Latin¥read aloud Latin prose and poetrywith attention to features such asthe correct metrical structure¥ demonstrate an expanding knowl-edge of Latin vocabulary and lan-guage structures, and an increasedEnglish vocabulary based on it.¥ recognize and appreciate the lin

179 -guistic and artistic qualities of oralL
-guistic and artistic qualities of oralLatin prose and poetry when readaloud¥ read aloud Latin prose and poetrywith attention to features such asthe correct metrical structure. 4Languages Other Than English Standard 1 is the most important skill that students acquire inlearning Latin for it is the vehicle through which communica-along with writing, through which students become more support the reading skills in Latin. wirh Deaf people in the context of the Deaf culture. American SignLanguage Performance Indicators5 Standard 1 communication is possible with Deaf people through the use use of signs. Native AmericanLanguages 6Languages Other Than English Standard 1 preserve Native cultural ideology., are recent introduction to Native languages and are Performance Indicators7 Standard 2 EFFECTIVE COMMUNICATIONgestures, folklore, and family and community dynamics. All Modern Languages 8Languages Oth

180 er Than English Standard 2 develop cross
er Than English Standard 2 develop cross-cultural skills andLATIN ACQUISITIONprovides the cultural context for learning Performance Indicators9 Standard 2 KEY CULTURALtraits exist within the Deaf culture, and culturalpatterns are learned through the use of American Sign 10Languages Other Than English Standard 2 CULTUREis transmitted and preserved through knowledgetheir cultural ideology. Native AmericanLanguages THE STATE EDUCATION DEP THE UNIVERSITY OF THE STATE OF NEW YORK R AND C OMMENTS Reaction Form.................................................2NOTE:This document is a work in progress. PartsII and III, in particular, are in need of furthermance tasks for these sections. Inquiries regardingsubmission of materials should be directed to: TheLanguages Other Than English Resource Guide,12234 (tel. 518-474-5922). Guten Margen Bonjour ÁBuenos D’as! Privet 2Languages Other Than English REACTI

181 ON FORM_________________________________
ON FORM__________________________________Other Than English Resource Guide. Thank you for taking the time to send us your comments. Please feel free toduplicate this form for other individuals.Demographic Information: I am a(an):*********************************************************************1.How did you hear about the Languages Other Than English Resource Guide?2.What specifically is most helpful about:Part I? _____________________________________________________________________________________________________________________________________________________________________3.What other materials would you like to see in the guide?__________________________________________________________________________________________4.What changes would you suggest to make the document more user-friendly?_______________________________________________________________________________________________________

182 ________________________________________
_____________________________________________________________________________ Resource Guide 5.Overall, to what extent do you feel the information in this guide will influence teaching and learning inyour classroom?54321_________________________________________________________________________6.Overall, to what extent do you feel the guide illuminates Languages Other Than English?54321_________________________________________________________________________Additional Comments:____________________________________________________________________________________________________________________________________________________________________________________Please return this form by September 30, 1997 to the following address:The Languages Other Than English Resource GuideNew York State Education DepartmentOffice of Curriculum and Instruction681 EBA Resource GuideNew York State Education DepartmentOffi