Activating Communication: Designing Learning and

Creating Meaningful Assessments.

Toni Theisen Thompson School District

Loveland, CO 80538 theisent@gmail.com

http://beaufortwl.wikispaces.com

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Moving Along the pathway to proficiency activity Resource: Sara-Elizabeth Cottrell

http://musicuentos.com/2011/06/proficiency-tacos/

Task: Describe a taco: In English

1. Divide the group into equal group (as much as possible) 2. Each group will get a number that corresponds to the boxes above. 3. In your group-get a poster sheet and markers. 4. Number your poster sheet according to the number in the box. 5. Describe a taco in English using the descriptors in the box. 6. Hang up the poster. Reflection 1. How does this task help one understand proficiency levels? 2. How could you use this task with your students?

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Using Text types to level up

Source: https://wlclassroom.com/2017/01/27/

Text Types

§ Novice-Words and phrases § Intermediate-Sentences and strings of sentences § Advanced-Paragraphs

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Six Core Practices for World Language Learning

What are core practices of effective language learning?

• Core Practices are highly effective and research-based teaching methods designed specifically for your world language classroom.

• Six practical teaching methods backed by research that increase students’ language proficiency • Teaching for proficiency requires changes to the core tenets (6 core practices) of world language

teaching and learning, and these six practices chart a clear route for student language acquisition.

1. Students and teachers speak, listen, read, write and create in the target language 90% during classroom time: comprehensible input, contexts and interactions.

4. Using backward planning instructors identify desired results, then determine acceptable evidence and then, plan learning experiences and instruction.

2. Present interactive reading and listening tasks using authentic resources and other sources with appropriate scaffolding while promoting interpretation.

5. Teach grammar as a concept and use in context. Students focus on meaning before form.

3. Teachers design and carry out interpersonal communication tasks for pairs, small groups and whole class instruction.

6. Provide appropriate feedback orally and in writing. Corrective feedback is a tool for mediating learning and language development.

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Let’s talk-Six Core Practices: What are some of your strategies and activities? 1. Facilitate target language comprehensibility.

2. Guide learners through interpreting authentic resources.

3. Design communicative activities.

4. Plan with Backward Design Model.

5. Teach grammar as a concept and use in context.

6. Provide appropriate feedback.

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Task 1: Your choice

1. Ingroupsof2or3chooseeithercorepractice1orcorepractice2(nextpage).2. Readthecorepractice.3. Inyourgroupdiscussthefourquestions.Youmaywriteyourresponseshere.4. Afteradiscussioncreateagroupstatementthatrepresentsyourgroupviewsonthis

corepractice.

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Task 2: Your choice 1. Ingroupsof2or3chooseeithercorepractice2(thispage)orcorepractice1(page

before).2. Readthecorepractice.3. Readthe4discussionquestions.4. Inyourgroupdiscussthefourquestions.Youmaywriteyourresponseshere.5. Afteradiscussioncreateagroupstatementthatrepresentsyourgroupviewsonthis

corepractice.

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The Gradual Release of Responsibility Model

Can-dostatements“Idoit”phase1 “Wedoguided”phase2

“Youdoitcollaborativelytogether”phase3

“Youdoitalone“phase4

Afterlearningreflection

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ACTFL 21st Century Skills Map http://tinyurl.com/ntq63e7

Communication Students as effective communicators use languages to engage in meaningful conversation, to understand and interpret spoken language and written text, and to present information, concepts, and ideas.

Collaboration Students as collaborators use their native and acquired languages to learn from and work cooperatively across cultures with global team members, sharing responsibility and making necessary compromises while working toward a common goal.

Critical Thinking & Problem Solving Students as inquirers frame, analyze, and synthesize information as well as negotiate meaning across language and culture in order to explore problems and issues from their own and different perspectives.

Creativity & Innovation Students as creators and innovators respond to new and diverse perspectives as they use language in imaginative and original ways to make useful contributions.

Information Literacy Students as informed global citizens access, manage, and effectively use culturally authentic sources in ethical and legal ways.

Media Literacy Students as active global citizens evaluate authentic sources to understand how media reflect and influence language and culture.

Technology Literacy Students as productive global citizens use appropriate technologies when interpreting messages, interacting with others, and producing written, oral, and visual messages.

Flexibility & Adaptability Students as flexible and adaptable language learners are open-minded, willing to take risks, and accept the ambiguity of language while balancing diverse global perspectives.

Initiative & Self-Direction Students as life-long learners are motivated to set their own goals and reflect on their progress as they grow and improve their linguistic and cultural competence.

Social & Cross-Cultural Skills Students as adept language learners understand diverse cultural perspectives and use appropriate socio-linguistic skills in order to function in diverse cultural and linguistic contexts.

Productivity & Accountability Students as productive and accountable learners take responsibility for their own learning by actively working to increase their language proficiency and cultural knowledge.

Leadership & Responsibility Students as responsible leaders leverage their linguistic and cross-cultural skills to inspire others to be fair, accepting, open, and understanding within and beyond the local community

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How do focusing lenses and topics impact learning, planning and teaching? Topics

Topics are usually unit titles and unit content

Natural disasters Traditions/Celebrations Health Meeting new friends Social relationships Housing Education Historical events Technology and Science Fashion Family Food Communication and Media Leisure and play Literature Inventions Contemporary life Education Marketing and Business National Heritage Navigating a city Shopping Entertainment Environment The arts Outdoors Travel Ancient civilizations Immigration and Migration Hunger Global water issues Human rights

Focusing Lenses

The lens is used to shape the instruction of the unit. This is how learners receive instruction at a deeper level. Focusing lenses add real life application.

Citizenship Patterns Balance Diversity Innovation Perspective Conflict Interactions Identity Globalization Relationships Complexity Beliefs Design Connections Influence Beauty Leisure time

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Rigor/Relevance Framework

The Rigor/Relevance Framework is a tool developed by the International Center for Leadership in Education to examine curriculum, instruction, and assessment. The Rigor/Relevance Framework is based on two dimensions of higher standards and student achievement.

First, there is the Knowledge Taxonomy, a continuum based on the six levels of Bloom’s Taxonomy, which describes the increasingly complex ways in which we think. The second continuum, known as the Application Model, is one of action. Its five levels describe putting knowledge to use. The Rigor/Relevance Framework has four quadrants. Each is labeled with a term that characterizes the learning or student performance at that level. Quadrant A ⎯ Acquisition: (Low Rigor, Low Relevance-Teacher Work): Students gather and store bits of knowledge and information. Students are primarily expected to remember or understand this knowledge Quadrant B ⎯ Application: (Low Rigor/High Relevance-Student Work): Students use acquired knowledge to solve problems, design solutions, and complete work. The highest level of application is to apply knowledge to new and unpredictable situations. Quadrant C ⎯ Assimilation: (High Rigor/Low Relevance-Student think): Students extend and refine their acquired knowledge to be able to use that knowledge automatically and routinely to analyze and solve problems and create solutions. Quadrant D ⎯ Adaptation: (High Rigor/High Relevance-Student think and work): Students have the competence to think in complex ways and to apply their knowledge and skills. Even when confronted with perplexing unknowns, students are able to use extensive knowledge and skill to create solutions and take action that further develops their skills and knowledge. **Resource:InternationalCenterforLeadershipinEducation:http://www.leadered.com

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TSD Spanish III Unit 3 Living a Healthy Lifestyle https://tsdwlstandards.wikispaces.com/

Language Spanish

Course/level Spanish III Targeted Proficiency Level Novice-High

Thematic unit Living a Healthy Lifestyle

Unit length 6 weeks

Stage 1: Desired Results

Standards: Check as many as apply.

___x__1.1 Interpersonal communication ___x__4.1 Language comparisons ___x__1.2 Interpretive communication ___x__4.2 Cultural comparisons ___x__1.3 Presentational communication ___x__5.1 Language within and ___x__2.1 Cultural practices and perspectives and beyond the school setting _____2.2 Cultural products and perspectives ___x__5.2 Lifelong learning ___x__3.1 Connections to other disciplines ___x__3.2 Acquiring new information

Enduring Understanding(s)

Health and nutrition are important for maintaining a healthy lifestyle.

Essential Question What do I do to be healthy? Guiding Questions • How do I maintain a healthy lifestyle?

• How do I give advice about health and nutrition? • What do I do when I’m sick?

Learning goals At the end of this unit learners can discuss aspects of a healthy lifestyle such as eating habits, exercise, and medicine. Learners can also give advice about health and nutrition. They can also complain about health issues and discuss symptoms and remedies.

Functions What can learners do?

Knowledge What context, structure and culture will learners need to show their knowledge?

Functions Context Structure-Language Control Culture

discuss ways to stay fit and healthy • exercise • nutrition • stress relief • hygiene

• tú, Ud., Uds. affirmative/negative commands

• physical education • exercise habits

complain about health issues discuss symptoms/remedies

• symptoms • parts of the body • remedies/medicine

• preterite

give advice about health and nutrition

• foods/beverages • high frequency present

subjunctive phrases (Es necesario que, Recomiendo que)

• present subjunctive • eating habits

compare cultural perspectives about health, nutrition, physical fitness, and medicine

• comparatives and superlatives

• natural remedies • compare cultural

perspectives

Stage 2: Assessment Evidence Summative Performance Assessments

Interpretive Read articles and advice columns about health issues

Interpersonal Give advice about healthy lifestyle habits

Presentational Create a brochure for a health related issue for kids and adults

Formative Assessments Other Summative Assessments • command quiz • subjunctive quiz • vocabulary quiz

• create and perform your own workout routine

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Stage 3: Learning Activities

Interpersonal Interpretive Presentational

• describe healthy lifestyle habits • give advice about well-being • survey people about what they do to

maintain health

• read nutrition labels and food pyramid/plate

• read about cultural perspectives on health

• listen to people talk about healthy and unhealthy lifestyles

• write a food and activity journal • describe in detail one thing I do to

maintain my health

Other Learning Activities

• verb practice • create an advertisement for a place or a product using commands • “Simón dice” • create a healthy lifestyle poster • graph and analyze healthy habits from the survey

Resources

District Resources– Realidades 3 • Unit 1 (preterite) • Unit 3 Other resources • Internet sites • TECLA • USDA food guide pyramid • professional organizations websites - • advocacy

Learner targets-Spanish III-Environment Unit Unit 3: Living a Healthy Lifestyle

INTERPRETIVE MODE INTERPERSONAL MODE (Spontaneous Person-to-Person)

PRESENTATIONAL MODE

Listening Reading Speaking & Writing Prepared Speaking Prepared Writing

I can… understand what people do/need to do to stay healthy. I can understand advise people give about health.

I can… understand what people do/need to do to stay healthy. I can understand advise people give about health. recognize what people around the world do to stay healthy.

I can… ask for / give advice about healthy eating and exercise habits. I can identify health concerns. discuss / compare healthy foods.

I can… provide information about healthy lifestyle choices. I can describe in detail one thing I do to maintain my health.

I can… write a food & activity journal. analyze my eating & exercise habits. I can create a guide for a healthy lifestyle.

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Language/level: Spanish III Thematic unit: Unit 3-Living a Healthy Lifestyle (Thanks to Jefferson County Schools and Thomas Sauer for this concept) Para cada objetivo de aprendizaje a continuación, favor de indicar tu progreso hasta este punto (= for each learner target below, please indicate your level of progress toward meeting it, at this point in time): Escribe uno de los siguientes símbolos en cada círculo, debajo del objetivo: + = “Yo puedo hacer esto muy bien/fácilmente/sin ningún problema.” √ = “Yo puedo hacer esto bastante bien, pero todavía necesito practicar más.”

— = — = “Yo no puedo hacer esto. Necesito practicar mucho más.”

I can understand what people do/need to do to stay healthy. (listening)

I can understand advice people give about health. (listening)

I can understand what people do/need to do to stay healthy. (reading)

I can understand advice people give about health. (reading)

I can recognize what people around the world do to stay healthy. (reading)

I can ask for/give advice about healthy eating and exercise habits. (speaking and writing)

I can discuss health concerns. (speaking and writing)

I can discuss/compare foods. (speaking and writing)

I can provide information about healthy lifestyle choices. (speaking)

I can create a guide for a healthy lifestyle. (writing)

I can describe what I do to maintain my health. (speaking)

I can write a food and activity journal. (writing)

I can describe my eating and exercise habits. (writing)

I can

I can

I can

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Name_________________ My learning goals

1. Choosethreelearningtargetsthatyoufeelareimportantforyoutolearn.a.

b.

c.

2. Whyaretheselearningtargetsimportantforyou?Elaborate.

3. Whataresomelearningstrategiesthatyoumightusetobesuccessfulatthesegoals? **************************************************************************** My reflections

1. Howwelldidyoureachthethreegoalsyouchoseatthebeginningofthe

unit?Elaborate.

2. Whatwasyourbestlearningofthisunit?

3. Whatwasthemostchallengingpartofthisunit?

4. Whatcouldyouhavedonebetter?

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Assessment

Discussion Questions:

1. What do these statements mean to you when assessing learners?

2. What you understand to be the difference between performance and proficiency?

3. How do these statements impact what happens in your class?

4. How do these statements impact world language assessment as a district?

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Sample Performance Assessments

Presentational writing: Daily Routine-German I: Novice-mid Learner Targets:

• I can write about my daily routine • I can write about my school • I can compare my school to a German school

Prompt: You are taking part in a writing contest and have been asked to contribute to a German blog on school and student life around the world. The task is to describe your typical school day and schedule, supplies needed for different classes, a description of your grades, classes you like and dislike, and which classes are your favorites. You will want to be sure to include:

• Information about your daily schedule and classes • What supplies are needed for various classes • Your grades in different classes • Your opinion of your classes (likes, dislikes, and

favorites) Be sure to include any other information about your school day and activities at school to provide a glimpse into your day and school in our culture.

Presentational Writing: Visual Arts: Spanish III: Novice-high approaching Intermediate-low Learner Targets:

• I can write an art critique. • I can compare and contrast artwork. • I can describe artwork. • I can give opinions about artwork.

Prompt: A new museum recently opened near where you live to display famous artwork from different Spanish-speaking artists from different time periods. You have been asked to write an art critique of your favorite work of art that is displayed in the museum. Your art critique will be published in the local newspaper as a way to advertise for the museum so more people visit it. Include the following information in your critique: You will want to be sure to include:

• the name of the work of art and the artist who created it • a detailed description of the work of art • what the artwork reflects or the “meaning” of the piece • what you like and don’t like about the work of art • compare it to any other works of art you know well

Feel free to include any other information that would add to the others understand Spanish art.

Interpersonal Writing: Giving directions-French II-Novice-mid Learner Targets

• I can explain and describe a holiday or an event. • I can give directions.

Prompt: The visiting French student at your school has been invited to the same Halloween party as you. Since you know French s/he posted a request on Facebook for your help. But s/he is not clear about what the party is like, what do bring and how to dress. Also s/he asked if you could also write down the directions to the party from the school. In writing your response to her/his post remember to include:

• What is a Halloween party like? • Include the day, time and place. • How one would dress for this event. • Include some possible foods or drinks this person could

bring. • Clear directions with possible landmarks so s/he can find

the house. Please sure to add any other information that would benefit this visiting French student, including better understanding the cultural aspects of this event.

Presentational Speaking-Environment-Spanish III-Novice-high Learner Targets:

• I can discuss environmental issues • I can inform others about the environment • I can compare • I can persuade others

Prompt: As chairperson of the Earth Day committee, your Spanish club advisor has just informed you that during the month of April there will be 15 exchange students from Mexico visiting the school. Your school is traditionally very supportive of Earth Day participating in a strong campaign to clean up the environment. Since the exchange students will be visiting during this time, you decide to focus on the Earth Day campaign related to cleaning up the school. You decide to make a short PSA for the school T.V. station...of course in Spanish! You will want to be sure to include:

1. Current environmental problems in your area 2. Environmental challenges in Mexico in order to compare 3. Variety of solutions in countries around the world

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Interpersonal Speaking-The Outdoors-Spanish III-Novice-high approaching Intermediate-low Learning Targets:

• I can understand when people talk about camping experiences.

• I can share camping experiences. • I can resolve a problem or conflict in the outdoors.

Prompt: You finally have a chance to talk to your pen pal in Chile via FaceTime. Since you both recently went on camping trips you talk about your experiences and exchange information about your camping adventures. Be sure to include the following information:

• ask questions about each other’s camping experiences • answer questions and describe your camping

experiences in detail • tell about a problem that happened during your camping

trip • tell how you resolved the problem that occurred

Feel free to include any other information in Spanish that you can.

Interpersonal Writing: Family life-German II Novice-mid Learner Targets:

• I can talk about the chores I do. • I can express when or how often I do certain chores. • I can express which gifts I will get people and why.

Prompt; You are getting ready for a summer exchange to Germany, where you will trade families with a German teen for a month. You received an e-mail from your exchange partner asking about life in your home. He/she wants to know what chores you and your family members do around the house. He/she also asked about your family members’ interests and some gift ideas. Respond to your exchange partner and ask some questions about life in his/her home so you know what to expect when you get there. Also ask about his/her family and what gifts they might like. You will want to be sure and include:

• Chores that you and other family members do and how often you do them.

• Family members interests and gift suggestions • Questions about chores in your exchange partner’s

home. • Questions about family members’ interests and gift

ideas. Be sure to include any other information that will help your exchange partner

Presentational speaking: Elementary Spanish Grade 2 Plants-Novice-mid Learner Targets:

• I can identify the parts of my plant. • I can describe the parts of my plant. • I can say what my plant needs.

Describe your plant. In your presentation, use your drawing of a plant and present following:

• The parts of your plant • The height of your plant • The colors on the plant • The number of leaves or petals on your plant • The size of parts of your plant • What your plant needs to grow

Feel free to include any other information in Spanish that you can.

Interpersonal speaking: Who I am-French I-Novice-mid Learner Targets:

• I can greet and say goodbye. • I can introduce myself and ask someone his/her name. • I can ask and answer questions about age and well-being. • I can ask and answer questions about personal information

such as family, schools, pets. • I can ask for clarification if I do not understand.

Prompt :Your family has decided to host a foreign exchange student from Belgium, and the exchange student can only speaks French. Upon arrival to your home, everyone is excited to find out some more personal information about her/him. The exchange student also wants to learn more about you and your family, too. Since you are the one who speaks French, you have a conversation with him or her and exchange information. Be sure to include the following information:

• Greet each other • Names-Introduce • How you are both doing • Age • Where you’re both from • Share information about family & pets • Share information about school and classes • Share information about sports and other activities you do or

watch • At the end say goodbye to each other

Be sure to include any other information that you think might add to the conversation.

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Interpretive Reading Task Adapted from: ©2013 Implementing Integrated Performance Assessment-ACTFL

At a glance-Interpretive reading template: 1. Task 1: Key words recognition: Find the words in the article that best expresses the meaning of each of the

following English words: 2. Task 2: Main Idea: Using information from the article, provide the main ideas of the article in English for

novice levels and in the target language for the intermediate levels. 3. Task 3: Supporting ideas: First, circle the letter of the ideas mentioned in the article. Then, write the letter

of that idea next to where it appears in the text. Or you could do true, false, not mentioned and justify the ones that are true with statements from the text.

4. Task 4: Meaning from context: Based on this passage write what the following three words/expressions probably mean in English.

5. Task 5: Organizational Features. How is this text organized? 6. Task 6: Inferences. “Read/listen/view between the lines to answer the following questions, using

information from the text. 7. Task 7: Author’s perspective. Select the perspective or point of view you think the author adopted as s/he

created this text and justify your answer with information from the text. 8. Task 8: Comparing cultural perspectives. 9. Task 9: Personal reaction to the text. Using specific information from the text, describe your personal

reaction to the article, using the target language. Be sure to provide reasons that support your reaction. Interpretive reading template with details I. Key word Recognition. Find in the article the word/phrase in the target language that best expresses the meaning of each of the following English words/phrases. (Note to instructor: Select “content” words/phrases that convey meaning related to the text as opposed to words/phrases such as prepositions and conjunctions. Alternative format: Ask students to provide 8-10 words that relate to a specific topic or content area addressed in the text, such as nutrition.)

II. Main Idea(s). Using information from the article, provide the main idea(s) of the article in English. Be specific such as in two sentences or 25-30 words. Give guidance. III. Supporting details. 1. Circle the letter of each detail that is mentioned in the article (not all are included!). 2. Write the letter of the detail next to where it appears in the article. 3. Write the information that is given in the article in the space provided next to the detail below. (Note to instructor: Provide 5 correct details that support the main idea(s) and 3 distracters.) Here are some different ways to do this section:

a. First, circle the letter of the ideas mentioned in the article. Then, write the letter of that idea next to where it appears in the text.

b. Circle the letter of each detail that is mentioned in the article (not all are included!). c. Write the letter of the detail next to where it appears in the text. d. Write the information that is given in the article in the space provided next to the detail below. [Note to instructor: Provide 5 correct details that support the main idea(s) and 3 distracters.] You also could do True, False, Not mentioned in the text and for all the “true “ answers; students must find a justification from the text.

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IV. Organizational Features. How is this text organized? Choose all that apply and explain briefly why you selected each organizational feature—what were the clues in the text? Possible options may include: Chronological, pros and cons, cause/effect, compare/contrast, biography/autobiography, storytelling, descriptions, problem and solution.) V. Guessing Meaning from Context. Based on this passage write what the following 3 words/expressions probably mean in English. (Note to instructor: Provide three words that the students may not be likely to know but should be able to understand from the context. Provide the entire phrase in which the word/expression appears as well as a way to find it in the text such as the number/line of the paragraph in which it appeared.) VI. Inferences. “Read/listen/view between the lines to answer the following questions, using information from the text.

a. Make sure to note that for novice learners it’s appropriate to give a choice of possible inferences and have the students choose which one is supported by the text and provide justification.

b. For Novice-level learners, you might give them a statement and ask them to list any evidence from the text that would help them to determine whether it is true or false, drawing on inference skills.

c. Note that some adaptations to this task may be necessary for lower-level learners, who may need more guidance in using inference skills

d. For Intermediate learners, create questions that require students to infer meaning by reading/ listening/viewing between the lines. Write two open-ended questions such as: “Why do you think that...?”; “Why does the author say that...?”; “Why is it important that..?; What might be the effect of....?”, which require inference on the part of the student. Questions may be in the target language.

e. Specify which language students are to use and indicate that they must use information from the text in their responses.

f. For Intermediate-level learners, you could give them three inferences and ask them to select the best inference of the three by providing evidence from the text to support their selection, drawing on inference skills.

VII. Author’s perspective. Select the perspective or point of view you think the author adopted as s/he created this text and justify your answer with information from the text. (Note to instructor: Provide one correct answer and two distracters. Possible options may include clinical/scientific, moral/religious, humanistic, factual/historical, comic, etc. Specify which languages students are to use in their justifications.)

VIII. Comparing cultural perspectives. Answer the following questions: (Note to instructor: Below are some possible types of questions, which may be written in the target language. Be sure to make reference to cultural products/practices, and perspectives in some of your questions. Specify which language students are to use. • What are the cultural similarities and differences between XXX and XXX? • How do the practices/products in the article reflect the target culture perspectives? • What did you learn about the target culture from this article? • How would this article have been different if it were written for a US audience?)

IX. Personal reaction to the text. Using specific information from the text, describe your personal reaction to the article, using the target language. Be sure to provide reasons that support your reaction. (Note to instructor: This last section is designed to elicit a personal reaction from the student in the target language. This can be a bridge to the interpersonal task that will follow. However, this reaction is not assessed on the interpretive rubric if doing an integrated performance assessment (IPA).) Not necessary to use all tasks for all readings.

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Spanish 1- Healthy eating-interpretive reading Task 1: Key words recognition Find the words in the article that best express the meaning of each of the following English words:

1. carbohydrates _________________________________________________________ 2. school cafeteria _______________________________________________________ 3. calories ______________________________________________________________ 4. require ______________________________________________________________ 5. serving ______________________________________________________________

Task 2: Main Idea: Using information from the article, provide the main ideas of the article in English. Write 2-3 sentences in English. ____________________________________________________________________________________________________________________________________________________________________________________________________ Task 3: Supporting ideas For each of the following statements, decide whether it is true, false, or not mentioned in the text. For the true statements, justify your response with information from the text.

1. _____27% of the children in this country are malnourished. ____________________________________________________________________

2. _____35% of your daily calories should come from breakfast. ____________________________________________________________________

3. _____Children should drink milk with their breakfast. ____________________________________________________________________

4. _____For health, you should exercise for 60 minutes each day. ____________________________________________________________________

5. _____Too much junk food can cause serious illnesses such as cancer. ____________________________________________________________________

Task 4: Meaning from context: Based on this passage, write what the following three words or phrases probably mean in English.

1. comida chatarra _______________________________________________________ 2. merienda ____________________________________________________________ 3. jugo enlatado _________________________________________________________

Task 5: Inference: read between the lines to answer the following question in English.

1. Is it important to know your daily caloric intake? Why or why not? ______________________________________________________________________________________________________________________________________________________________________________________

Task 6: Cultural Comparison Compare your typical daily breakfast to the recommended breakfast on the infographic. ____________________________________________________________________________________________________________________________________________________________________________________________________

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TSD 5th grade Spanish – Interpretive Reading Assessment Theme: Healthy Eating Palabras: 142 Source: http://www.cdc.gov/vitalsigns/children-sodium/ Nombre: ______________________________________

Task 1: Key Words: Find the words in the infographic that express the meaning of the following English words:

1. sodium _____________________ 2. diet _____________________ 3. salty _____________________

Task 2: Main Idea: Using the information from the infographic, provide the main idea of the infographic in English in two sentences. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Task 3: Supporting Details: Answer true or false next to the following statements. Support your answer with evidence from the paragraph on the line under the sentence.

A. About 50% of kids consume too much salt. _____________________________________________

B. There are six salty foods. ____________________________________________

C. The infographic tells you where to learn more information about this topic. ____________________________________________

Task 4: Meaning from context: Based on the paragraph write what the 3 words mean in English.

1. consumen _____________________ 2. los alimentos _____________________ 3. panes _____________________

Task 5: Inferences: Answer the following question by providing as many reasons as you can in English or Spanish. Sofia has cereal for breakfast, eats school lunch every day and has pizza for dinner often. She says she does not consume too much sodium. Do you agree or disagree? Why?

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French 4-Les madeleines-un peu d'histoire Les madeleines sont des petits gâteaux traditionnel lorrain aux œufs, en forme de coquillage, allongée ou ronde, originaire de Commercy ( commune française qui fait partie de la région Lorraine qui est près d’Alsace) La ville de Commercy est le berceau de la madeleine inventée dans les cuisines du château du Roi Stanislas au XVIIIe siècle.

La madeleine de Commercy porterait le prénom d'une jeune fille de Commercy, Madeleine Paulmier, servante de la marquise Perrotin de Baumont, qui en 1755, fabriqua ces gâteaux pour le duc Stanislas Leszczyński. Cette tradition lorraine s'est prolongée jusqu'à nos jours. La Madeleine est souvent présente au goûter des enfants. Pour les adultes, elle accompagne bien la pause-café ou un thé « Proustien », mais aussi au dessert, une salade de fruits ou une mousse au chocolat… Recette gourmande: Madeleines Ingrédients - 225 g de farine - 200 g de sucre semoule - 180 g de beurre - 4 œufs - 1 citron

Le gâteau, trempé dans une tasse de thé, devient brusquement déclencheur non du simple souvenir, mais du fait de revivre quelques instants une scène de son enfance. Marcel Proust.” À la recherche du temps perdu” L'écrivain, Marcel Proust, l’a immortalisée au début du vingtième siècle dans son

oeuvre : “À la Recherche du temps perdu”. C’est, en effet, le goût d’une madeleine qui évoque soudainement au narrateur Marcel le souvenir de son enfance heureuse à Combray . « Je portai à mes lèvres une cuillerée du thé où j’avais laissé s’amollir un morceau de madeleine. Mais à l'instant même où la gorgée mêlée des miettes du gâteau toucha mon palais, je tressaillis, attentif à ce qui se passait d'extraordinaire en moi. Un plaisir délicieux m'avait envahi, isolé, sans la notion de sa cause. » Depuis Proust, la « petite madeleine » est entrée dans le langage courant. Ainsi, vous entendrez de temps à autre un Français vous dire, « ça, c’est ma petite madeleine à moi » en vous parlant d’un sauté de veau à l’estragon comme celui que préparait sa mère, ou en évoquant tout événement qui, comme chez Proust, le ramène subitement à son enfance. Les Sources-361 mots 1. http://www.todayinliterature.com/2. http://www.cuisinealafrancaise.com/fr/dgal/produits/222-madeleine-de-commercy3. http://www.madeleine-commercy.com/histoire_madeleine.php

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I. Key word recognition: Find the word/phrase in the article in the target language that best expresses the meaning of each of the following English words/phrases. (14 pts)

1. shell-shaped cookie- 2. young girl- 3. made these cookies- 4. afternoon snack for kids- 5. coffee break-

6. recipe- 7. flour- 8. dunked in tea- 9. scenes from his childhood- 10. the taste evoked a memory-

II. Main Idea- Provide the main idea of the article in 2-3 sentences in English. (2 pts) III. Supporting details: Circle the letter of each detail that is mentioned in the article (not all are included.).

Then write the letter of the detail that is true next to where it appears in the article. (10 pts) a. A madeleine is a famous cookie in the shape of a shell. b. Madeleine Paulmier is the author of the famous text about this cookie. c. There is lemon in the recipe. d. There are shellfish in the recipe. e. When the author tasted the cookie it brought back childhood memories. f. Marcel Proust was the author of this famous text about the Madeleine cookie. g. The author makes a reference to involuntary memory when talking about Madeleine cookies. h. The Madeleine cookie was invented in eastern France.

IV. Guessing Meaning from Context. Based on this passage write what the following 3 expressions/

sentences probably mean in English. (3 pts) 1. L'écrivain, Marcel Proust, l’a immortalisée au début du vingtième siècle-

2. Cette tradition lorraine s'est prolongée jusqu'à nos jours-

3. C’est, en effet, le goût d’une madeleine qui évoque…-

V. Inferences-Répondez en français (2 pts)

1. Pourquoi est-ce que cette histoire de la madeleine est importante pour des Français? VI. Comparing cultural perspectives: Répondez en français (4 pts)

1. How does the cultural product of this cookie in the article reflect the French culture perspective?

2. What famous Pixar movie uses the same concept of remembering a childhood memory by connecting it to food? How do these two stories compare?

VII. Quelle est votre opinion des idées culturelles de cette article-Répondez en français.

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Erkältung und Grippe - Grippe ist schlimmer als Erkältung Quelle: http://www.br-online.de/kinder/fragen-verstehen/wissen/2004/00458/ Erkältungen haben wir sehr oft: vier bis neun Mal im Jahr. Eins haben Erkältung und Grippe nämlich gemeinsam: An beiden Krankheiten sind Viren schuld. Natürlich nicht die gleichen: Eine Erkältung kriegen wir durch Erkältungsviren, eine Grippe durch Grippeviren. Wenn man eine Grippe bekommt, dann hat man innerhalb von kurzer Zeit Gliederschmerzen, starke Kopfschmerzen und meistens auch trockenen Husten. Typisch für eine Grippe ist vor aber allem sehr hohes Fieber, das schnell kommt und meistens über 39°C ansteigt – und dabei fühlt man sich richtig schlecht.

Hilf deinem Immunsystem! Ein paar Tipps: Gut warm halten! Wenn es draußen kalt ist und du rausgehst, solltest du auf jeden Fall deine Jacke zumachen. Ein Schal, Handschuhe und eine Mütze halten dich zusätzlich warm. Oft die Hände waschen! Da könnte kurz vor uns jemand geniest, sich die Hand vor die Nase gehalten und dann an den Türgriff gefasst haben – und schon haben wir die Viren bei uns und bringen sie in Mund und Nase. Viel trinken! Viel trinken ist auch wichtig, wenn man schon krank geworden ist, denn das spült den Körper durch und entgiftet ihn: Jedes Mal, wenn man zur Toilette geht, wird der ganze Abfall raustransportiert. Viele Vitamine essen! Die stecken in Obst und Gemüse. Jeden Tag mehrere Portionen davon stärken unser Immunsystem und so wird es fit für seinen täglichen Kampf gegen Bakterien und Viren. Weg mit benutzten Taschentüchern! Nach dem Naseputzen sollte man das benutzte Papiertaschentuch sofort wegwerfen, also nicht ein zweites oder drittes Mal benutzen. Die Viren überleben nämlich eine ganze Weile (mehrere Stunden!) und beim nächsten Naseputzen würde man sie so wieder an Mund und Nase bringen. Schnell zum Arzt gehen! Wer eine richtige Grippe hat, muss sofort zum Arzt. Der Arzt kann dann ein Medikament aufschreiben, das gegen die Grippeviren hilft. Wenn's schon zu spät ist, dann kann er lindernde Mittel aufschreiben, die dabei helfen, die Grippe besser zu überstehen.

314 Wörter

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German 2 - Interpretive Reading Name ___________________________________ Period ____ Read the article “Erkältung und Grippe” and complete this sheet to demonstrate your comprehension. http://www.br-online.de/kinder/fragen-verstehen/wissen/2004/00458/ Task 1: Key Word Recognition: Find the German words in the article that best express the meaning of each of the following words:

1. body aches __________________________________________________________________

2. illness ______________________________________________________________________

3. viruses _____________________________________________________________________

4. vegetables ___________________________________________________________________

5. wash hands __________________________________________________________________

6. facial tissues (kleenex) _________________________________________________________

Task 2: Main Idea: Using information from the article, provide the main idea of the article in English. Write 2-3 sentences. __________________________________________________________________________________________

__________________________________________________________________________________________

Task 3: Supporting Ideas: First, circle the letter of the FIVE ideas mentioned in the reading. Then, justify your response with a direct quote or information from the text (in German). A. We often get colds; about four to nine times a year.

____________________________________________________________________________________

B. When you are sick, you should get plenty of sleep.

____________________________________________________________________________________

C. Flu symptoms include headache and cough.

____________________________________________________________________________________

D. A very high fever is typical for the flu.

____________________________________________________________________________________

E. Viruses are introduced through the mouth and nose.

____________________________________________________________________________________

F. Don’t wear a scarf or gloves.

____________________________________________________________________________________

G. It is important to stay hydrated.

____________________________________________________________________________________

H. If someone has the flu, they should go to the pharmacy.

____________________________________________________________________________________

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Task 4: Organizational Features 1. How is this text organized? Choose all that apply.

____ pros and cons ____ cause and effect _____storytelling

____advice ____opinion _____problem and solution

Explain why you selected the answer(s) you chose above:

______________________________________________________________________________________

_______________________________________________________________________________________

Task 5: Meaning from context: Based on this passage, write what the following words or phrases probably mean in English.

1. Naseputzen ____________________________________________________________________

2. Medikament aufschreiben _________________________________________________________

3. Bakterien ______________________________________________________________________

4. Immunsystem __________________________________________________________________

Task 6: Inferences (Answer in English): Read “between the lines” to answer the following questions, using information from the article. 1. Who is this article intended for?

_____ doctors _____ parents _____ department of health

_____ youth _____ teachers _____ pharmacists

Explain why you selected the answer(s) you chose above:

__________________________________________________________________________________________

____________________________________________________________________________________

2. What is the purpose of this article?

__________________________________________________________________________________________

__________________________________________________________________________________________

_________________________________________________________________________________

Task 7: Cultural Comparison: Write in English. Describe some of the ideas and attitudes mentioned in the text. How do these ideas compare with your own experience/culture? Give 2-3 examples comparing your life to details from the text.

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Thompson School District Loveland, Colorado Rubric Samples: http://tsdwlstandards.wikispaces.com/TSD+new+district+rubrics

TSD WL Interpersonal Speaking Levels 1 – 2 Targeted Range Novice-Mid Exemplary

Novice-High: 4 Meets

Novice-Mid: 3 Progressing

Novice-Low: 2 Emerging

Novice-Low: 1 Total

Task How well do I complete the

task?

• I complete the task by using a variety of learned statements and questions.

• I respond fully and appropriately to all or almost all parts of the prompt.

• My ideas are supported with examples and elaboration.

• I complete the task by using some simple learned statements/questions.

• I respond adequately to most parts of the prompt.

• My ideas are supported with some examples.

• I complete the task by using memorized words and high frequency phrases.

• I respond inadequately to some parts of the prompt.

• My ideas are supported with few examples.

• I complete the task by using only a few very basic memorized words.

• I respond inadequately to most parts of the prompt.

• My ideas are not supported with examples.

Comprehensibility How well do others

understand me?

• I can be easily understood. • The message is clear.

• I can be understood. • The message is mostly clear.

• I can be somewhat understood.

• The message is partially clear.

• I can be understood only with great effort.

• The message is not clear.

Comprehension How well do I understand

others?

• I can understand a variety of simple questions and answers.

• I sometimes need repetition.

• I can understand some simple questions and answers.

• I often need repetition.

• I can understand memorized words and some high frequency phrases.

• I often need repetition.

• I can only understand a few basic memorized words.

• I always need repetition.

Vocabulary Use How extensive and applicable

is my vocabulary?

• I consistently use extensive vocabulary to complete the task.

• I use adequate vocabulary to complete the task.

• I use limited and/or repetitive vocabulary.

• I use extremely limited and/or repetitive vocabulary.

• My native language interferes.

Language Control How accurate is my

language?

• I correctly use grammatical structures appropriate to the task most of the time.

• Errors do not interfere.

• I use grammatical structures appropriate to the task some of the time.

• Errors occasionally interfere.

• I rarely use grammatical structures appropriate to the task.

• Errors frequently interfere.

• I do not use grammatical structures appropriate to the task.

• Errors usually interfere.

Fluency/Communication Strategies

How well do I keep the conversation going?

• I keep the conversation going with a few pauses.

• I often ask for clarification.

• I keep the conversation going with some pauses.

• I sometimes ask for clarification.

• I have some difficulty keeping the conversation going.

• I have frequent pauses.

• I do not keep the conversation going.

• I have many long pauses.

TSD WL Presentational Writing Level 4-Targeted Range-Intermediate-Low

Exemplary Intermediate-Mid: 4

Meets Intermediate-Low: 3

Progressing Novice-High: 2

Emerging Novice-Mid: 1

Total

Task How well do I complete the

task?

• I complete the task by creating sentences and strings of simple sentences.

• My writing has detailed examples and elaboration.

• I respond fully and appropriately to all or almost all parts of the prompt.

• I complete the task by creating short statements and simple sentences.

• My main ideas are supported with examples and elaboration.

• I respond adequately to most parts of the prompt.

• I complete the task with learned and recombined phrases.

• My main ideas are supported with examples.

• I respond inadequately to some parts of the prompt.

• I complete the task with basic words and some memorized phrases.

• My main ideas are not supported with examples.

• I respond inadequately to most parts of the prompt.

Comprehensibility How well does the audience

understand me?

• I can be easily understood. • The message is clear.

• I can be understood. • The message is mostly

clear.

• I can be somewhat understood.

• The message is partially clear.

• I can be understood only with great effort.

• The message is not clear.

Vocabulary Use How extensive and

applicable is my vocabulary?

• I consistently use extensive vocabulary to complete the task.

• I use adequate vocabulary to complete the task.

• I use limited and/or repetitive vocabulary.

• I use extremely limited and/or repetitive vocabulary.

• My native language interferes.

Language Control How accurate are my

grammatical structures?

• I make no or almost no grammatical errors in basic structures.

• I demonstrate emerging control of verb tenses and advanced grammatical structures.

• I make occasional grammatical errors in basic structures.

• I demonstrate emerging use of verb tenses and some advanced grammatical structures.

• I make frequent grammatical errors in basic structures and in the advanced grammatical structures I attempt to use.

• I use almost no correct grammatical structures.

Communication Strategies How well do I organize my

writing?

• My writing is well-organized. • There is a wide variety of

sequencing and transition words.

• My writing is organized. • There is a variety of

sequencing and transition words.

• My writing is somewhat organized.

• There are some sequencing and transition words.

• My writing is not organized. • There are no or almost no

sequencing and transition words.

Mechanics How accurately do I use

correct capitalization, punctuation, and spelling?

• I make no or almost no errors in spelling, capitalization, and punctuation.

• I make occasional errors in spelling, capitalization, and punctuation.

• I make frequent errors in spelling, capitalization, and punctuation.

• I make little or no attempt to use correct spelling, capitalization, and punctuation.

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InterpretiveModeRubric:Foralllevels

CRITERIA Exemplary Meets Progressing Emerging Accomplished

Comprehension-4Strong

Comprehension-3MinimalComprehension-

2Limited

Comprehension-1LITERALCOMPREHENSIONWordRecognition-KeyWords

Identifiesallkeywordsappropriatelywithincontextofthetext.

Identifiesmajorityofkeywordsappropriatelywithincontextofthetext.

Identifieshalfofkeywordsappropriatelywithincontextofthetext.

Identifiesafewkeywordsappropriatelywithinthecontextofthetext.

Mainideadetection Identifiesthecompletemainidea(s)ofthetext.

Identifiesthekeypartsofthemainidea(s)ofthetextbutmissessomeelements.

Identifiessomepartofthemainidea(s)ofthetext.

Mayidentifysomeideasfromthetextbuttheydonotrepresentthemainidea(s),

Supportingdetaildetection Identifiesallsupportingdetailsinthetextandaccuratelyprovidesinformationfromthetexttoexplainthesedetails.

Identifiesthemajorityofsupportingdetailsinthetextandprovidesinformationfromthetexttoexplainsomeofthesedetails.

Identifiessomesupportingdetailsinthetextandmayprovidelimitedinformationfromthetexttoexplainthesedetails.Oridentifiesthemajorityofsupportingdetailsbutisunabletoprovideinformationfromthetexttoexplainthesedetails.

Identifiesafewsupportingdetailsinthetextbutmaybeunabletoprovideinformationfromthetexttoexplainthesedetails.

INTERPRETIVECOMPREHENSIONOrganizationalfeatures Identifiestheorganizational

feature(s)ofthetextandprovidesanappropriaterationale.

Identifiestheorganizationalfeature(s)ofthetext;rationalemissessomekeypoints.

Identifiesinparttheorganizationalfeature(s)ofthetext;rationalemaymisssomekeypoints.Oridentifiestheorganizationalfeature(s)butrationaleisnotprovided.

Attemptstoidentifytheorganizationalfeaturesofthetextbutisnotsuccessful.

Guessingmeaningfromcontext

Infersmeaningofunfamiliarwordsandphrasesinthetext.Inferencesareaccurate.

Infersmeaningofunfamiliarwordsandphraseinthetext.Mostoftheinferencesareplausiblealthoughsomemightnotbeaccurate.

Infersmeaningofunfamiliarwordsandphrasesinthetext.Mostoftheinferencesareplausiblealthoughmanyarenotaccurate.

Inferencesofmeaningofunfamiliarwordsandphrasearelargelyinaccurateorlacking.

Inferences(Reading/listening/viewingbetweenthelines)

Infersandinterpretsthetext’smeaninginahighlyplausiblemanner.

Infersandinterpretsthetext’smeaninginapartiallycompleteand/orpartiallyplausiblemanner.

Makesafewplausibleinferencesregardingthetext’smeaning.

Inferencesandinterpretationofthetext’smeaningarelargelyincompleteand/ornotplausible.

Author’sperspective Identifiestheauthor’sperspectiveandprovidesadetailedjustification.

Identifiestheauthor’sperspectiveandprovidesajustification.

Identifiestheauthor’sperspectivebutjustificationiseitherinappropriateorincomplete.

Unabletoidentifytheauthor’sperspective.

Culturalperspectives Identifiesculturalperspectives/normsaccurately.Providesadetailedconnectionofculturalproducts/practicestoperspectives.

Identifiessomeculturalperspectives/normsaccurately.Connectsculturalproducts/practicestoperspectives.

Identifiessomeculturalperspectives/normsaccurately.Providesaminimalconnectionofculturalproducts/practicestoperspectives.

Identificationofculturalperspectives/normsismostlysuperficialorlacking.And/orconnectionofculturalpractices/productstoperspectivesissuperficialorlacking.

Source:ImplementingIntegratedPerformanceAssessment:BonnieAdair-Hauck,EileenW.Glisan,FrancisJ.Troyan

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Work Habits Parent/Teacher Conferences are coming up! Whether you and your parents end up attending or not, I would like you to reflect on your learning so far this semester and school year. Here are some questions for you to respond to. Please be thoughtful and specific! This is also a good time for you to reflect on your actions and habits and change them, if necessary, in order to achieve your goals for French class.

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Please rate yourself on the following areas: Always Frequently Occasionally Never I produce quality work. I study outside of class time. I try hard to do well in French class. I meet due dates/deadlines. I go above and beyond learning expectations. I ask for help if I need it. I use my resources (book, notes, other students, internet) to try and figure things out if I don’t understand.

I start work, stay on task, and complete the assignment without having to be reminded or prompted.

I bring my materials to class. I follow classroom management guidelines I am respectful of all in my class. 1. What can you do well in class? 2. What’s challenging for you? 3. What can you do as a student that would help you be more

successful? 4. What have I done that has helped you be successful in class? 5. What can I do to help you be successful? 6. What do you now know about your language proficiency level? Kendra Omlid-German-LHS-TSD

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Designing Learning: Building a thematic unit with new lenses

Task 1: Work in small teams. You decide. In your teams fill out this form: 1. Language__________________________, Level_____________________

2. Choose a unit topic. ____________________________________

3. Focused lens or lenses that will transform unit ____________________________

4. Targeted proficiency level_______________________________________________

5. Create an essential question for this unit to guide instruction.

______________________________________________________

6. Create several guiding questions for different learning episodes that will move students forward. a.

b.

c.

7. “I can” learner targets for this thematic unit. a.

b.

c.

d.

8. Core practices: Brainstorm and discuss your thematic unit about these questions. a. How is the target language used 90% + with lots of comprehensible input?

b. How are communicative activities included?

c. How is grammar embedded as a concept and used in context?

d. How are authentic resources included?

e. What evidence exists that “Backward design” is used for planning?

f. What type of feedback is evident?

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9. Brainstorm and discuss your unit in thinking about these questions… a. How is the unit theme meaningful and purposeful?

b. How is the unit theme engaging and relevant?

c. When will the learner have opportunities to collaborate?

d. What might the learner want to research?

e. How will the learner be able to create and innovate?

f. How does this unit promote critical thinking?

10. Designing instruction to reach goals-What are at some pieces of evidence that lead to goals in the unit and

the learner progression? 11. Research some resources, including one infographic for this unit. 12. In what quadrant of the Rigor and Relevance Framework are your assessments? Elaborate. 13. Hook-What will get students’ attention from the start? (a video, a game, an image?)

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Building a unit learner progression with an evidence chain

Task:Whatarethepiecesofevidenceintheprogressionofthisunitthatleadstoreachingthelearnertargetsandthegoals.1. Take your sticky notes. You will use your sticky notes (one activity or

assessment, etc. per sticky note) to write the different pieces of evidence that lead to the unit goals. Also include the “ I can” learner targets for this unit. (one per note)

2. Use your sticky notes: Everyone needs sticky notes as you lay out unit in order to

write out evidence pieces. 3. Evidence pieces can be tasks, mini assessments, checks for understanding,

games, ticket out the door, quizzes, activities, and assessments and more…. 4. Seriously think about the evidence as your build this chain of evidence. Are all

pieces of evidence relevant to the goal/s or are they just favorite activities? 5. Steps: 1. Use the unit you are working on.

2. What are the learning goals for this unit?

3. What are the learner targets for the unit? (“I can” statements)

4. What is the assessment/s for this unit that will demonstrate what the student

knows, understands and can do?

5. What are the pieces of evidence that lead to the unit goal/s

6. Building evidence chain using sticky notes by laying out the evidence notes in

the order that makes the most sense and leads to goal

7. Create a diagram with sticky notes

8. Then create a document of this evidence chain progression to show your team’s

thinking.