This document summarizes the Chinese Curriculum Project, which developed conceptual curriculum documents for teaching Chinese in K-5 classrooms. The project was a collaboration between the National K-12 Foreign Language Resource Center and the Center for Applied Linguistics, and involved two school districts. Using a backward design framework, the project drafted proficiency-focused curriculum and materials for K-3 Chinese, provided teacher training, and collaborated with districts on implementation. Key aspects included defining learner profiles, establishing goals and essential questions, and designing thematic units with detailed performance assessments.

1. Sharing Curriculum Models: Chinese Curriculum Project K-1 Chengbin Yin, Ph.D. Chinese K-5 Curriculum Project Coordinator Center for Applied Linguistics Washington , D.C. Marcia Harmon Rosenbusch, Ph.D. Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa

2. Chinese Curriculum Project Collaborative Partners National K-12 Foreign Language Resource Center at Iowa State University and Center for Applied Linguistics, Washington, DC Two Midwestern School Districts Funding Source U.S. Department of Education, Language Resource Centers: 2006-2010

3. Chinese Curriculum Project Purpose of Project Develop Chinese K-5 conceptual curriculum documents Draft proficiency-focused and standards-based K-3 Chinese curriculum and materials using Backward Design; Mentor pilot teachers in classroom best practices; Train teachers in use of the SOPA assessment; Collaborate with two districts in the implementation of their Chinese non-intensive programs

4. Curriculum Design Group Marcia Rosenbusch, NFLRC Director Nancy Rhodes, Project Director Chengbin Yin, Project Coordinator Shuhan Wang, Project Advisor Wei-ling Wu, Project Advisor Eileen Lorenz, Project Contributor Project Chinese Teachers

5. Defining the Framework Backward Design Principles “ If you don’t know where you are going how will you know when you get there?”

6. Backward Design Stage 1: Identify Desired Results Stage 2: Determine Acceptable Evidence of Student Understanding Stage 3: Plan Learning Experiences Wiggins. G., & McTighe, J. (2005). Understanding by Design (2 nd ed.)

7. Stage 1: Defining the Framework National Student Standards Define what students should know and be able to do. Communication Cultures FIVE Connections GOALS Comparisons Communities National Standards in Foreign Language Education Project. (1996, 1998, 2006). Standards for Foreign Language Learning in the 21 st Century.

8. National Student Standards Goal 1. Communication Three Modes of Communication: Interpersonal Interpretive Presentational

9. National Student Standards Goal 2. Cultures Perspectives Products Practices

10. National Student Standards 3. Connections 4. Comparisons 5. Communities

11. Conceptual Framework Documents Conceptual Overview K-5 Chinese Grade Level Expectations: Learner Linguistic and Cultural Profiles

12. Learner Linguistic and Cultural Profiles Based on Proficiency Assessments: Early Language Learning Assessment (ELLOPA) Student Oral Proficiency Assessment (SOPA) National Online Early Language Learning Assessment (NOELLA) Define expectations by grade level for student proficiency in listening, reading, writing, and culture

13. Backward Design: Stage 1 Established Goals: As a result of this unit students will make progress toward the following goals… Enduring Understanding: Students will understand that… Essential Questions: Students will answer the following questions… Outcomes of Focus: Students will gain the following knowledge and skills … (Language, Culture, Content, Connections, Comparisons, Communities)

14. Conceptual Framework Documents Comprehensive Curriculum Framework Chinese Curriculum Scope and Sequence: Kindergarten and 1 st Grade

15. Stage 2: Accountability, Achievement, and Assessment How will we know when we get there? Define classroom performance tasks for language assessment (interpersonal, interpretive, presentational). Administer the Student Oral Proficiency Assessment (SOPA)

16. Backward Design: Stage 2 Students will demonstrate that they understand by: Unit Performance Assessment Tasks: As a result of this unit students will be able to … Lesson Performance Assessment Tasks: As a result of this lesson students will be able to …

17. Student Oral Proficiency Assessment (SOPA) Protocol

18. Backward Design: Stage 3 What Lesson Level learning experiences and instruction will enable students to achieve the desired results? Enduring Understanding of Focus in Lesson Essential Questions of Focus in Lesson Outcomes of Focus in Lesson Procedures in Lesson: Familiar Routines, Review, Instructional Activities

19. Thematic Planning Carol Ann Dahlberg • [email_address] Theme Enduring Understanding / Essential Question Standards Outcomes Final Assessment A Curriculum Development Framework for Language Learning

20. Defining Thematic Teaching What is thematic teaching? Links concepts (content), language and culture; Grounded in developmentally appropriate learning; Provides a meaningful framework for teaching/learning; Addresses the National Student Standards.

21. Designing the Curriculum Essential Strategies of the Curriculum: School Partnerships Voices and Perspectives Awareness of the World Spiraling Themes Comparison of Languages and Cultures Transfer Task

22. Designing the Curriculum The Process: Drafting Field-testing Fine-tuning Finalizing the Curriculum

23. K-1 Scope and Sequence Enduring Understanding : Students will understand that they need to learn other languages and learn about other cultures to communicate and work with people in this interconnected world. Kindergarten Essential Questions : Who am I? Who are you? How are we the same and different? 1st Grade Essential Questions: What does it mean to be a friend? Who are our friends? Overarching Theme: This Interconnected World

24. Kindergarten Themes

25. Kindergarten Curriculum Culture: Moon Festival Thanksgiving New Years Chinese New Year Birthday Celebrations Dragon Boat Festival

26. Understanding by Design in Kindergarten Thematic Units

27. Understanding by Design in Kindergarten Thematic Units

28. Understanding by Design Kindergarten Thematic Units

29. Understanding by Design in Kindergarten Thematic Units

30. K-1 Scope and Sequence Enduring Understanding : Students will understand that they need to learn other languages and learn about other cultures to communicate and work with people in this interconnected world. Kindergarten Essential Questions : Who am I? Who are you? How are we the same and different? 1st Grade Essential Questions: What does it mean to be a friend? Who are our friends? Overarching Theme: This Interconnected World

31. 1 st Grade Themes

32. Understanding by Design in 1 st Grade Thematic Units

33. Understanding by Design in 1 st Grade Thematic Units

34. Understanding by Design in 1 st Grade Thematic Units

35. Understanding by Design in 1 st Grade Thematic Units

36. Challenges Implementing backward design in drafting kindergarten thematic units Defining performance tasks in defining 1 st grade thematic units

37. Rewards Powerful experience of the partner school Teacher initiatives to communicate with parents and stakeholders Positive responses from the students, parents, and teachers Creative initiatives the teachers have taken in creating the websites and wiki-space

38. Sharing Curriculum Models: Chinese Curriculum Project K-1 Chengbin Yin, Ph.D. Chinese K-5 Curriculum Project Coordinator Center for Applied Linguistics Washington , D.C. Marcia Harmon Rosenbusch, Ph.D. Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa