1. CREATE A SCHOOL-WIDE
SYSTEM THROUGH
PROFESSIONAL DEVELOPMENT
Kevin Chang Shuhan C. Wang, PhD
Director of Chinese Program President, ELE
CAIS Consulting International
April 8, 2013

2. OVERVIEW
 Tell the story of CAIS’ journey to reform its curriculum
 Explain the process of how we engage national
experts and our teachers
 Share our products (work in progress)
 Reflect upon our experiences and its impact on our
teachers
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3. CHINESE AMERICAN INTERNATIONAL SCHOOL
 The oldest Chinese-English dual
language immersion school in the
United States
 Founded in San Francisco in
1981 with 4 students enrolled;
now 501 students from PK to G8.
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Winner of Goldman Sachs Award for Excellence in
International Education, 2004

4. MISSION
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心怀中华
精益求精
立足世界
Embrace Chinese
Become your best self
Create your place in the world

5. CAIS LEARNING PRINCIPLES
1. CLEAR EXPECTATIONS
2. SKILLS OF INTELLIGENT THINKING
3. KNOWLEDGE AND THINKING
4. CLIMATE
5. PRACTICE
6. FREQUENT FEEDBACK/RECOGNITION
7. AUTHENTIC AND MEANINGFUL CONTEXTS
8. FAIR AND CREDIBLE ASSESSMENT
9. SELF MONITORING
10. LEARNING BY DOING 5

6. OUR VISION FOR CURRICULUM
1. By 2020, CAIS has a leading English-Chinese
dual language curriculum that equips students
with a high level of Chinese language
proficiency to function comfortably, confidently,
and competently in Chinese culture
environment and life-long learning skills to
succeed in high school and beyond.
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7. 2. CAIS curriculum aligns English and Chinese
languages, content, and skills allowing students to
transfer academic knowledge and skills between
languages. CAIS Curriculum embeds differentiated
instruction for learners to achieve the targeted
language and academic goals. CAIS curriculum
incorporates technology, authentic materials, and
real life experience that is delivered by highly
trained/skilled instructors.
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OUR VISION FOR CURRICULUM

8. 3. CAIS has a process in place for the ongoing
development and review of curriculum and instruction.
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OUR VISION FOR CURRICULUM

9. GOALS FOR
CURRICULUM IN CHINESE
 Reflect the Mission and Vision of the school and
program
 Be Standards-, performance-, and evidence- based
 Establish learning outcomes with defined
proficiency and literacy in Chinese in partial
immersion setting
 Align with and complement learning in English
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10. HOW DID WE START?
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 Identify our needs;
 Identify internal and external
expertise and resources;
 Make connections with national
experts:
 Ann Johnson (Curriculum 21)
 Jeanne Tribuzzi (Curriculum 21)
 Shuhan Wang
 Set goals, make plans, and get
started

11. TIMELINE AND TASKS
December 2011 to December 2012:
 Developed the structure of a curriculum framework
 Created an articulation chart of learner oralcy and literacy
expectations
 Developed learner can-do statements for Listening,
Speaking, and Reading skills (Writing to be continued)
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12. TIMELINE AND TASKS
2013:
 Engage in school wide discussions about integration of
content areas
 Develop thematic units of instruction and assessment
 Continue the refinement of the curriculum framework
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13. CAIS Chinese Language
Curricular Framework
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Examples

14. CAIS CURRICULUM
IN CHINESE COMPONENTS
CAIS
Curriculum
Taught in
Chinese
Curriculum
Framework
Resources for
Teachers and
Parents
Other Components
Curriculum map
with Units,
Lessons, and
Assessment
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15. 15
Vision, Mission, Definition of the CAIS Immersion
Model, and Learning and Instructional Principles
Content Standards:
What to know and
do
Thematic
organization
Interdisciplinary
approach
CAIS Big Ideas
EUs & EQs
Grade Level Units of Instruction and Assessment
Themes
Topical Questions
Standards-based Learning Outcomes (in Can-dos)
Lesson Plans
Alignment with
CCSS
Performance
Standards: How well
Inclusion with
differentiation
Global
Perspectives &
Connections

16. Teachers’
Tool Kit
Planning &
Instructional
Strategies
Printed &
Multimedia
Materials
Assessment
Strategies &
Tools
Mentorship &
Professional
Development
Parental
Involvement &
Community
Outreach
Resources &
Institutional
Support
Other Essential
Tools?
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17.  Standards for foreign language learning from ACTFL
 Common Core for English and Mathematics
 Develop a proficiency articulation chart by grade level,
based on ACTFL proficiency guidelines to serve as
language benchmarks
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Alignment Focus1:
Standards and Proficiency Articulation

18. NEEDS ANALYSIS
 Investigate what subjects and how much time are taught
in Chinese
 Conduct reading and writing inventory
 Analyze and identify strengths and weakness (students
and program) by reviewing OPI and other assessment
data
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19. ACTFL K-12
PERFORMANCE GUIDELINES
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With modification from Delaware Dept of Ed, 2005

20. CAIS PROFICIENCY ARTICULATION CHART
Grade Expected Grade Level Expectation (GLE)
Oralcy Literacy
Listening
Presentational
Speaking
Interpersonal
Speaking
Reading Writing
8 AL PreAdv- AL IH-AL IM- IH/ Pre ADV IM- IH/ PreADv
7 IH/PreAdv-AL IH - PreAdv IH-PreAdV IL-IM IL-IM
6 IM-IH IM-IH IM-IH NH-IL NH-IL
5 IM-IH IL-IM IL-IM NH NM-NH
4 IL-IM IL JIL-IL JNH-JIL/NH JIL/JIM-JIH
3 IL-IM JIL-JIM JIL-NL
JNM-JNH (30
radicals)
JNH-JIL/JIM
2 JNH-JIL JNH-JIL JNH-JIL JNM (+ 30 radicals) JNM-JNH
1 JNM-JNH JNH JNH
JNL-JNM (笔顺笔画
+ 20 Radicals)
JNL-JNM
K JNM-JNH JNM-JNH JNM-JNH
JNL （笔画名称， 8
画以下笔顺）
JNL
PK JNL-JNM JNL-JNM JNL
Pre-Literacy - JNL (+
常用笔画名称)
Pre-Literacy - JNL
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21. 21
CAIS Graduates

22. SAMPLE CAN-DO STATEMENTS
I can state and support many of my views and take an active
part in discussions. I can handle some complicated situations
on familiar topics.
Q
1
Q
2
Q
3
Q
4
I can express degrees of emotion and respond appropriate to the
emotions of others.
 I can express satisfaction or dissatisfaction, and respond
appropriately to others.
 I can express appreciation and gratitude, and respond appropriately
to others.
 I can express sadness and joy, and respond appropriately to others.
 I can express frustration, confusion, or anger, and respond
appropriately to others.
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Grade 8: Intermediate High: Interpersonal I Can Statements

23. ALIGNMENT FOCUS 2:
INTEGRATION WITH SOCIAL STUDIES
 Developed 6 Big Ideas that are mission consistent
 Developed Enduring Understanding (EU) for each big
idea
 Will develop integrated thematic units for Chinese
based on these big ideas
 Map-out relevant “topics” that under each big idea
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24. THE SIX BIG IDEAS
 System and Community
 Cultures
 Change and Continuity
 Global Citizenship
 Environment and Geography
 Scientific and Technological Innovation
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25. MAPPING “CONNECTIONS”
(5TH GRADE SAMPLE)
Connections (to other subjects) / 联系（与中文，英文，其它学科）
3rd grade Social Studies:
Rain forest project (fund raising to save the rain forest)
Science:
What happens after we recycle, experimental making of reproduced
paper, learning by doing or watch a video
Art:
Create an art work using reproduced paper
Tech integration:
中文输入法 Chinese input (typing) and means for making a
presentation
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26. SCIENTIFIC AND TECHNOLOGICAL INNOVATIONS
Gr. Theme EQ
8 I am the I-Generation What defines me as an I-generation?
7 From Prevention to Cure
What innovations in medicine have
influenced our life?
6 From Compass to GPS
What technological innovations have
taken place from compass to GPS?
How have these innovations
influenced our life? 26
EU: Science and Technology influence society and culture, and the
way people interact with the world.

27. SCIENTIFIC AND TECHNOLOGICAL INNOVATIONS
Gr. Theme EQ
5 From Paper to Digital
How have innovations changed the way
we read and write over time?
4 How Corn Changed the World
To what extent is corn in our lives? What
are the consequences of their
presence?
3 Learning Chinese with Technology
How can technology help with learning
Chinese? What tools can make Chinese
learning even easier?
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28. SCIENTIFIC AND TECHNOLOGICAL INNOVATIONS
Gr. Theme EQ
2
Food innovation-is it good or
bad for us?
How have innovations changed what we
eat?
Are all food innovations good for us?
1 Take Good Care of Me
Why should I take care of myself?
How do I take care of myself?
K I’m Going to School!
What do I do to prepare myself?
How do I become a good student?
What do I make friends?
P
This was me when I was a
baby!
What’s the difference between me now and
me as a baby?
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29. ALIGNMENT FOCUS 3:
WHY WRITING?
 Familiarize Chinese teachers with writing process and
writing workshop– a PD for all.
 Align with CCSS and identify what works with Chinese
 Decide on areas of focus: Writing process for all text
types, and improving writing instruction in Chinese
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30. A POSTER FOR K-3
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31. A POSTER FOR G4-8
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32. TEACHING DIFFERENT TEXT TYPES
Narrative
OpinionInformational
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33. TEACHING INFORMATIONAL WRITING
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34. 34
TEACHING
OPINION
WRITING
1.____
2.____
3.____
4.____

35. 中美国际学校的课间活动应不应该加长？
戴馬思
你知道我们的课间活动多长吗？你知道我们的课间活动长什么样
子呢？有人在课间活动做什么呢？你想知道课间活动有什么特别
的东西吗？好，现在我来告诉你。我们其中的一个课间活动，在
一个地方叫hickory yard。在那儿有篮球场，滑梯和打球的墙壁。
那里的课间活动时间是九点十分到九点三十分，也有一个是一点
到一点二十。另外的课间活动在体育馆的外面，那 里也有篮球场，
和足球场，这个课间活动的时间是十一点半到十二点。所以有一
个三十分钟的课间活动和两个二十分钟的课间活动。有人在课间
活动完一个好玩的游戏叫 ball tag。在这个游戏，有一个人要把
一颗球打到别人的身体。然后，如果你打到了他，他就变成丢球
的鬼，抓别人。课间活动玩乐的时候，有球的人就输了。在操场
上有很多的老师。有中文和英文老师在注意我们没有做危险的事。
操场上有很多玩游戏的工具，所以每一个人都有东西可以玩。
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36. REFLECTIONS OF TEACHERS
• 王老师如何引导我们进行“去芜存菁”的过程与方
法。我学习到了我们要如何删选，并提升原有的资
源（教学材料，主题）使我们的主题内容不仅多元，
而且更有深度。
• 有想法最重要， 细节可以慢慢推敲。
• 完成了几个大项目的核心问题和持久性的了解。在
教学和编写教材上有了方向。
• 兴奋后面是迷茫 （看着自己的单元，发现一切都
很好，只是现有的材料并不多，能有时间去找吗？）
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37. SCHOOL-WIDE IMPACT
ON TEACHERS AND THEIR PRACTICES
 Powerful and validating experiences
 Collaborative learning, sharing, and working
 A stronger sense of school community and
ownership
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38. NEXT STEPS FOR OUR
CURRICULUM DEVELOPMENT
 Continue unit development
 Pilot test units in August/September during the next
academic year
 Revise and refine the work
 Co-design units cross
languages and subject
matter
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39. QUESTIONS AND COMMENTS?
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Thank you!
谢谢!
Kevin Chang Shuhan C. Wang, PhD
k_chang@cais.org shuhancw@gmail.com