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PLANNING & ASSESSMENT

BASED ON SESSIONS BY CARRIE TOTH

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GOAL - PROFICIENCY

Simple guide to proficiency

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    • Novice low - one word answer
    • Novice mid - caveman talk “yo inteligente”
    • Novice high - sentence that mimics the teacher

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HOW LONG?

According to Center for Applied Second Language Studies (CASLS), University of Oregon only about 15% of students reach intermediate mid proficiency level after 4 years of high school study.

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WHAT IS CONTENT BASED INSTRUCTION?

Content is the focus, grammar is in the context.

Discussing a variety of topics helps students develop proficiency.

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WHAT IS CONTENT?

    • short stories
    • short videos
    • news stories
    • images
    • readers
    • innovations

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WHAT IS GOOD CONTENT?

    • deeper than ‘clothing’ or ‘the house’
    • intercultural knowledge
    • connection to local, regional, national news

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Example: You want to share information about the MOLAS from Panama. Introduce clothing with the culture of the mola blouse.

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“ANCHOR” THE UNIT

Keep the content narrow and deep. If it gets shallow and wide, it becomes overwhelming.

By ‘anchoring’ around a video, a news story, a written text it is easier to limit the content.

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LEARNING GOALS

Stick to 3 - 5 outcomes for students

Make them specific:

Students can list 3 companies known for Fast Fashion

Students can discuss types of plastics found in the ocean

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ASSESSMENT

Create the assessment first to ensure that content will lead to student success.

In a week long unit, you might want to target one mode: presentational, interpersonal, interpretive. In a longer unit, you can include more than one mode.

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STRUCTURE OF A UNIT

    • key words - 8-12 structures per week
    • grammar points - in context, pop-ups
    • main piece of content - ‘anchor’ video, news
    • supplemental resources - additional materials
    • formative and summative assessments

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EXAMPLE - BE THE PAINTING

Student task:

Write or speak about your painting, being sure to answer these questions in your report.

    • Why does this painting interest you?
    • What do you see in the picture?
    • How do you feel when you look at the picture?
    • Compare the picture with another picture.

Students study various paintings, describe them, discuss them and compare them.

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RECREATE THE PAINTING IN ONE OF THESE WAYS

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STUDENT SAMPLES

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CHOICE BOARD

    • Who was your favorite character and why? (A+) 25-26 out of 26 pts
    • What was the most dramatic part of the story? (A)24 - 25 pts
    • Retell the story in as much detail as possible (A-/B+). 22-23 pts

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---can lose points if do bad job based on level expectations — novice high or intermediate low