Tài liệu K-12 World Languages Curriculum ppt

South Burlington School District K-12 World Languages Curriculum Local Guidelines for Standards-Based Curriculum Implementation Adopted by the Board of School Directors February 9, 2000 WORLD LANGUAGES COMMITTEE High School Tim Kahn Karen Couillard Lori Dow-Moore Martina Lemm Robert Schermer Ann Sorrell Maritza Valencia Ben Clarke Heidi Western Beth Echert Middle School Barbara Gill Beth Martel Barbara Robitaille Central Elementary School Zonia Davila-Desranleau Chamberlin Elementary School Magali Simon-Martin Orchard Elementary School Mary Tetreault 1/00 E:\Steve\Professional\Curriculum\WorldLang\Teacher List.doc District Mission Statement The mission of the South Burlington School District, a community committed to excellence in education, is to ensure that each student possesses the knowledge, skills, and character to create a successful and responsible life We will this by building safe, caring, and challenging learning environments, fostering family and community partnerships, utilizing global resources, and inspiring life-long learning Table of Contents Page K-12 Philosophy K-12 World Language Standards .3 Learning Opportunities Elementary K-2 .13 3-5 15 Middle School French .17 French .19 French .21 Spanish 23 Spanish 25 Spanish 27 High School French 1A 29 French 1B 31 French .33 French .35 French Pre-AP 37 French AP 39 German 41 German 43 German 45 German 47 Spanish 1A 49 Spanish 1B 51 Spanish 53 Spanish 55 Spanish 59 Advanced Placement Spanish 61 Latin and 63 Japanese 65 Assessment .67 Appendix 105 South Burlington School District K-12 WORLD LANGUAGES PHILOSOPHY We believe: that experience with and in a second language is intellectually beneficial to all American students that the study of a second language enables students to acquire an understanding of the nature of language and human communications that the student’s command of English vocabulary and structure will be enriched by the study of a second language, especially one related to English that by learning to express themselves in another language, even if only in a rudimentary fashion, students become more appreciative and more tolerant of the communication efforts of those for whom English is a second language that the study of a second language and its corresponding cultures makes American students more aware of the ideas, activates, and attitudes of the non-English speaking world that in our pluralistic world society, the ability to communicate in a second language will broaden students’ career opportunities that in a period of expanding leisure time both during one’s productive years and at retirement, the ability to use a second language increases opportunities for personal fulfillment at home and in society that second language learning is most effective when begun at an early age and most lasting when the product of a long sequence of guided study that second language skills are best maintained through repeated informal contacts with language via media, reading, travel, and personal contact Adopted by the K-12 World Language Department from the North East Conference Credo MODIFIED LATIN STANDARDS COMMUNICATION STANDARDS Communicate in a Classical Language 1.1 Students should be able to read, understand, and interpret Latin 1.2 Students should be able to use orally, listen to, and write Latin as part of the language learning process CULTURE Gain Knowledge and Understanding of Greco-Roman Culture 2.1 Students should be able to demonstrate an understanding of the perspectives of Roman culture as revealed in the practices of the Greeks or Romans 2.2 Students should be able to demonstrate an understanding of the perspectives of Roman culture as revealed in the products of the Romans CONNECTIONS Connect with Other Disciplines and Expand Knowledge 3.1 Students should be able to reinforce and further their knowledge of other disciplines through their study of Latin 3.2 Students should be able to expand their knowledge through the reading of Latin and the study of ancient culture COMPARISONS Develop Insight into Own Language and Culture 4.1 Students should be able to recognize and use elements of the Latin language to increase knowledge of their own language 4.2 Students should be able to compare and contrast their own culture with that of the ancient Roman world COMMUNITIES Participate in Wider Communities of Language and Culture 5.1 Students should be able to use their knowledge of Latin in a multilingual world 5.2 Students should be able to use their knowledge of ancient Roman culture in a world of diverse cultures LEARNING OPPORTUNITIES Learning Opportunities are recommended practices to support all students in attaining the VT standards A ACCESS Content Access to rigorous content, knowledge and skills described in the VT Framework Instructors Access to instructors who are knowledgeable about the disciplines they teach, about the developmental characteristics of the students they teach, and about best practices in teaching and learning Resources Access to accurate information, materials and current resources (in addition to textbooks) that are appropriate for the learning goals Time Instruction that uses time effectively and flexibly to achieve learning goals Safe and Healthy Environment A physically and emotionally safe, educationally supportive environment in which to learn B INSTRUCTION Acquiring Knowledge and Skills Learning experiences that engage students in active learning, build on prior knowledge and experiences, and develop conceptual and procedural understanding, along with student independence Variety of Instructor Roles Teachers who use a variety of teaching roles (e.g., direct instruction, facilitating, modeling, coaching, reflecting, and guiding observing), and adapt these as appropriate for different purposes of instruction and student needs Multiple Student Roles Opportunities to learn through a variety of roles (e.g., planner, questioner, artist, scientist, historian), alone and with others Application and Reflection Projects and assignments that require students to integrate and apply their learning in meaningful contexts, and to reflect on what they have learned Adaptive Learning Environments Learning environments that are adapted so that all students achieve success C ASSESSMENT AND REPORTING Multiple Assessment Strategies A balance and variety of assessment strategies used to gain information and provide feedback about student learning (e.g., performance assessments, self-assessments, paper-and-pencil tests, checklists, etc.) Criteria Expectations and performance criteria are clear and public Use of Assessment to Inform Instruction and Guide Student Learning Assessment results that are used to influence instructional decisions and to plan the next learning steps for students Self-Assessment Students use clear criteria and examples to evaluate their own work Effective Communication of Assessment Information Classroom-based assessments that are combined with other measures to communicate information about student learning D CONNECTIONS Interdisciplinary Connections Learning experiences that illustrate strong connections within and across the fields of knowledge Relevance Learning experiences that have personal, community, and/or global relevance Family and Community Collaboration An educational climate that is collaborative, in which school staff, families, health and human services personnel, and community members work together to support all learners WORLD LANGUAGES LEARNING EXPECTATIONS GRADES K-2 K-2 languages meet for 20 to 30 minutes per week The focus is on oral language and Cultures of the French or Spanish-speaking peoples Choral and individual drills develop proper pronunciation and ease with the sounds of the language Lessons and activities stress vocabulary and listening comprehension By the end of kindergarten all students should be able to: use common classroom expressions identify limited classroom objects recognize and name the primary colors understand basic commands in the target language greet and say farewell to people count to 20 recite, sing and/or name the days of the week recognize, sing and/or recite the letters of the alphabet participate in cultural activities including games, songs, stories and celebrations By the end of first grade all students should be able to: Use common classroom expressions follow simple instructions and commands in the target language recite, sing and/or name the months of the year explore a variety of expressive forms from the target culture including art music, dance, song and literature recognize words that are borrowed from one language to another (cognates) use appropriate vocabulary and oral expressions for greetings, saying their name and farewells express likes and dislikes using specific topics count to 40 By the end of second grade all students should be able to: 10 use common classroom expressions express simple feelings identify people: titles and family understand and use courtesy phrases count to 60 and simple arithmetic recite, pronounce and sing with rhythm and expression present basic biographical information about self: name, age, birthday distinguish between sound patterns of the target language and their native language express simple weather terms identify farm animals and pets WORLD LANGUAGES LEARNING EXPECTATIONS GRADES 3-5 Grades 3-5 meet for forty-sixty minutes per week The emphasis is on spoken language and the introduction of written work with vocabulary and listening continuing to be key elements Reading the language is introduced in fourth grade as well as the study of elementary grammar concepts The materials used in instruction are mostly teacher-created along with stories, songs, poetry, and audiovisual materials By the end of third grade students should be able to: use common classroom expressions expand their vocabulary to express likes and dislikes, feelings and favorite sports and activities count to 100 and simple arithmetic understand and demonstrate useful classroom phrases, request permission for various needs identify and describe self (parts of the body) ask and tell time (whole hour only) identify zoo animals follow simple oral and written instructions distinguish between the writing system of the target language and their native language 10 identify parts of the world where target language is spoken By the end of fourth grade all students should be able to: use common classroom expressions express likes and dislikes, feelings, needs and simple preferences ask and express time after and before the hour identify and describe immediate family members identify people, places and things based on oral and written descriptions introduce peer or adult perform short dialogues or stories make comparisons between the celebrations, food, housing and clothing of the target culture and their native culture count to 300 and simple arithmetic 10 ask simple questions 11 understand the concept of verb conjugation By the end of fifth grade all students should be able to: use common classroom expressions express likes, dislikes, feelings, needs and simple preferences recite oral stories, songs, poems or proverbs give and follow simple instructions and/or commands use appropriate vocabulary and oral expressions for greetings, introductions, saying name, age, address, phone number, place of origin and state of being demonstrate comprehension of short written messages introduce peers and adults (formal and informal “you”) identify rooms and write a short description of a house, using prepositions and the verb to be create poems to share with others 10 acquire knowledge about people in both their native culture and the target culture relating to family, school, work and play 11 describe people, courses at school, home and pets 12 count to 500 and simple arithmetic FOREIGN LANGUAGES LEARNING EXPECTATIONS FRENCH French at the middle school is a two-semester course, which meets twenty minutes daily This course emphasizes seven language skills: Speaking, listening, reading, writing, culture, grammar, and vocabulary acquisition The primary focus is on students’ learning to understand and to speak with native speakers of French and to read and write using basic constructions Materials used include the core text, teacher-generated materials, videos, audiocassettes, and computer programs Research on the Internet and communication with our partner school in Perigueux, France via e-mail are additional resources By the end of this course all students should be able to: 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 use common classroom expressions in French greet and say farewell introduce self and others, to ask one’s name ask basic questions inquire and give information about a person’s well being use levels of formality appropriately state and inquire where a person lives state and inquire how old a person is describe a classroom and courses name, locate and ask about objects in a classroom use and understand simple classroom requests and commands, say that someone is early or late pronounce the French alphabet correctly spell a word using the French alphabet identify words from dictation using the French alphabet count from to 60 spell the numbers from to 60 perform simple arithmetic use numbers to respond to and ask questions pertaining to date, age, price, and quantities identify numbers from dictation of phone numbers, and the date say what the date is using days of the week, months and date in the correct order spell the days, months and date identify birthdays and holidays tell what time it is inquire and tell when an activity takes place talk about the seasons and weather inquire and tell in what season and weather activities take place write about season and weather and activities spelling correctly and describing where and with whom using correct grammar talk about activities describe likes and dislikes using double verb construction and negative inquire about others’ likes and dislikes using question words describe nationality and appearance of self and others give a detailed description of appearance, occupation, likes and dislikes, and favorite activities of a person using adverbs ... utilizing global resources, and inspiring life-long learning Table of Contents Page K-12 Philosophy K-12 World Language Standards .3 Learning Opportunities Elementary... 65 Assessment .67 Appendix 105 South Burlington School District K-12 WORLD LANGUAGES PHILOSOPHY We believe: that experience with and in a second language is intellectually... personnel, and community members work together to support all learners WORLD LANGUAGES LEARNING EXPECTATIONS GRADES K-2 K-2 languages meet for 20 to 30 minutes per week The focus is on oral language