This document summarizes a workshop on teaching world languages based on the Next Generation Sunshine State Standards. It discusses the goals of communication in the target language, the five modes of communication (interpretive listening, interpretive reading, interpersonal communication, presentational speaking, presentational writing), and using backward design to plan standards-based assessments. Examples are provided of learning goals aligned with the communication standards and how to design rubrics to evaluate presentational tasks. The document encourages using performance tasks as assessments and incorporating technology into instruction.

1. World Languages:
Next Generation Standards
Session 1: Presentational Writing and Speaking
Seminole County World Languages Workshop
Dec. 6th, 2011

2. Our Objectives:
 Understand the how the Sunshine State Next
Generation World Languages Standards impact
teaching and learning.
 Identify and Comprehend the “Modes of
Communication”
 Use “Backward Design” to plan instruction
 Collaborate with other teachers to Create
Standards Based Performance Assessment

3. “Knowing how, when, and why to say what to
whom”
 Those 10 words represent the ultimate goal of the
World Language Classroom
 Formerly, most teaching in foreign language
classrooms concentrated on the how (grammar)
to say what (vocabulary).
Standards for Foreign Language Learning: Executive Summary
American Council on Teaching Foreign Languages

4.  While these components of
language are crucial, the
current organizing
principle for foreign
language study is
communication, which also
highlights the why, the
whom, and the when.
 So, while grammar and
vocabulary are essential
tools for
communication…

5.  The ability to communicate in meaningful and
appropriate ways with users of other languages that
is the ultimate goal of today’s foreign language
classroom.

6. Florida World Languages Standards
Modes of Communication

7. The New Standards…
Drum roll, please….

8. Standard 1: Interpretive Listening:
The student will be able to understand and interpret
information, concepts, and ideas orally from a variety of
culturally authentic sources on a variety of topics in the
target language.

9. Standard 2: Interpretive Reading:
The student will be able to understand and interpret
information, concepts, and ideas in writing from a variety of
culturally authentic sources on a variety of topics in the
target language.

10. Standard 3: Interpersonal Communication
The student will be able to engage in conversations and exchange
information, concepts, and ideas orally and in writing with a
variety of speakers or readers on a variety of topics in a culturally
appropriate context in the target language.

11. Standard 4: Presentational Speaking
The student will be able to present information, concepts, and
ideas to an audience of listeners on a variety of topics in a
culturally appropriate context in the target language.

12. Standard 5: Presentational Writing
The student will be able to
present information,
concepts, and ideas to
an audience of readers
on a variety of topics in a
culturally appropriate
context in the target
language.

13. Examples of Learning Goals by Communication Standards
INTERPRETIVE INTERPERSONAL PRESENTATIONAL
Listening Reading Speaking/Writing Speaking Writing
-I can recognize - I can identify -I can greet and say - I can greet - I can greet
some cognates and goodbye to friends and people and people and
commonly used utilize visuals adults introduce introduce myself.
words and to help me - I can introduce myself myself and - I can tell my age
expressions such understand and a friend. others. and my
as hello, the meaning - I can ask questions to - I can tell my birthday.
goodbye, how are of a adults politely. age and my - I can tell the
you, text. - I can ask questions to birthday. date/time and
please, thank you, friends (name, - I can tell the my phone
phone age, phone number, date and time. numbers.
numbers, dates, etc.). and answer
times and questions about myself
birthdays. (name, age,
phone number, etc.).

14. Florida World Languages
Intercultural Standards

15. Standard 6: Culture
The student will be able to use the target language to gain
knowledge and demonstrate understanding of the relationship
among practices, products, and perspectives of cultures other
than his/her own.

16. Connections, Comparisons,
Communities
Standard 7: Connections
The student will be able to acquire, reinforce, and further his/her
knowledge of other disciplines through the target language.
Standard 8: Comparisons
The student will be able to develop insight into the nature of the target
language and culture by comparing his/her own language(s)
and cultures to others.
Standard 9: Communities
The student will be able to use the target language both within
and beyond the school setting to investigate and improve his/her
world beyond his/her immediate surroundings for personal growth
and enrichment.

17. Where Do We Start?

19. Backward Design and Language Teaching: How?
 We start “at the end” by determining what the learner needs
to know and understand and how they are going to
demonstrate their understanding FIRST. We design the
WHAT and HOW we are going to teach LAST.
 We use National and State Standards to determine what
students should know NOT textbooks!
==================================
 When using the “backward processes” our assessment
methods:
-Assess what learners can do with the language and not just what they know
about the language.
-Assess the whole language of the learner vs. only discrete points.

20. What Is Backward Design?
 Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in
Understanding by Design (1998).
 This lesson design process concentrates on developing the lesson in a different order than in traditional lesson
planning.
Traditional Backward Design THREE STAGES
Topics Goals & objectives
Activities Assessments
Assessments Activities
Identify desired results.
(What do they need to be able to do)
Determine acceptable evidence
(How are they going to demonstrate they can do it?)
Wiggins, G & McTighe, J. (1998). Understanding by Design.
Alexandria, VA: Association for Supervision and Curriculum Development. Plan learning experiences and instruction.
http://www.ascd.org/publications/books/198199/chapter1.html (What activities and practice do they need to be able to do it?)

21. Backward Design and Language Teaching: HOW?
Stage 1: Identify Desired Results -
National Standards for World Languages are grouped around five categories (the 5 C’s), each with
sub-categories.
 Communications: Communicate in Languages Other Than English
 Cultures: Gain Knowledge and Understanding of Other Cultures
 Connections: Connect with Other Disciplines and Acquire Information
 Comparisons: Develop Insight into the Nature of Language and Culture
 Communities: Participate in Multilingual Communities at Home & Around theWorld
The state of Florida has defined “Performance Standards” for World Languages, and indicated
“Benchmarks” for each one.

22. Backward Design and Language Teaching: HOW?
Stage 2: Determine Acceptable Evidence - The issue of assessment
How will we know if
students have achieved
desired results?

23. Types of Evidence
 1. Performance tasks: authentic, require an audience;
known beforehand and guide work
 2. Academic Prompts: Open ended ?s that demand critical
thinking; exams requiring analysis, synthesis, evaluation
 Quiz and Test Items: simple content-focused that assess factual
information, concepts
 Informal Checks for Understanding. Questions for students,
viewing work, conversations. etc

24. Performance Tasks
 Realistic context
 Requires judgment and innovation
 Asks student to “do” the subject
 “Real life” situations.
 Assesses the student’s ability to use repertoire of knowledge and
skill for a complex task
 Allows opportunity to plan, rehearse, revise, refine

25. Backward Design and Language Teaching: HOW?
Stage 3: Plan Learning Experiences and Instruction
What will the students need
to know in order to achieve the
desired goal, learning, or
understanding? How will they
best learn this knowledge?
Learning experiences are planned after desired results and the method of
measurement of those results are identified.

26. BREAK

27. World Languages Standards:
Presentational Speaking and Writing

28. Presentational Tasks
Writing, Speaking for an audience
 One-way
communication
 Classmates or
native speakers
 Informal or
formal
 Rehearsals
→performance
 Drafts →
publication

29. Presentational Tasks
 One perspective on valuing the process of rough drafts and
rehearsals:
 Taking the process seriously leads to high
quality final products
 Count the process but weight the final product
more heavily as a reflection of good preparation

30. What are some Presentational Tasks
you do now? What makes them effective? How
do you know when the students “Get it?”

31. Food for thought…
 Are your performance task the “END assessment” or a fun activity to be left out
if you haven’t “covered” enough?
 Do your end of unit assessments assess what the students UNDERSTAND or
what they KNOW? (Knowledge without understanding will be forgot quickly,
REAL understanding is enduring)
 Does everything students learn throughout the until contribute you’re their
ability to complete this end product?
What good is “covering”
material if they don’t
understand it?

32. Presentational Tasks
 Consider non-negotiables to reduce the number of criteria
that need to be built into a rubric
 Non-negotiables: basic requirements of any performance
that need to be in place before the performance can be
evaluated

33. Non-negotiables: An example
 Word-processed
 Double-spaced
 250 words
 Paragraphs
 Title
 Spell-checked
 At least 5 of the new vocab words
 Written in the past and imperfect

34. Presentational Tasks
 Rubrics for presentational tasks can be generic or task-
specific, depending on the unique traits that might be
emphasized in a presentational task.
THE STUDENT EXCEEDS EXPECTATIONS THE STUDENT MEETS EXPECTATIONS THE STUDENT
DOES NOT MEET EXPECTATIONS
DO WE UNDERSTAND YOU? The audience understands me The audience understands me. I I am not clearly understood. I
(Comprehensibility) without difficulty. may have some hesitations or have frequent hesitations and
unnatural pauses. unnatural pauses.
HOW WELL DO YOU USE THE I am mostly correct when I am mostly correct with I am correct only at the word
SPANISH LANGUAGE? producing simple sentences. memorized language. level.
(Language Control & Vocabulary Use) My presentation is rich in My vocabulary reveals basic My vocabulary is limited and/or
appropriate vocabulary. information. repetitive.
HOW WELL DO YOU IMPACT THE I use gestures, visuals and tone I use some gestures and visuals I make no effort to maintain
AUDIENCE? of voice to maintain audience’s to maintain audience’s attention. audience’s attention.
attention. My tone of voice is acceptable.
HOW WELL DO YOU ORGANIZE THE My main ideas are supported My presentation has a I present information randomly.
PRESENTATION? with examples. beginning, middle, and end.
(COMMUNICATION STRATEGIES)
I demonstrate some awareness
HOW WELL DO YOU ACT LIKE A NATIVE of cultural appropriate-ness.
SPEAKER?
(CULTURAL AWARENESS)

35. Goal
 Let’s try to change one end-of-unit assessment to provide
richer evidence of students’ proficiency in using the language
(vs. assessment that shows what they know about the language).

36. Creating a Standards Based
Performance Assessment…
Step 1 – Identify WHAT the students
should be able to DO with the
language at the end of the Unit.
(Look at the Standards!)
Step 2 – Determine HOW you will
know that students have met the
objective (How will they SHOW
what they KNOW?)
Step 3 – NOW identify what
knowledge and Skills Students
will need in order to meet the
objective.

37. Resource Wiki

38. Other Considerations…
 Other “Standards (Technology)” Ex. NETS Standards for
Students
 ACTFL “Partnership for 21st Century Skills”
 Marzano Skills/Teacher Evaluation

39. Incorporating Technology

40. Language Standard 4: Presentational
Speaking:
The student will be able to present information,
concepts, and ideas to an audience of listeners on a
variety of topics in a culturally appropriate context
in the target language.

41. Benchmarks:
 WL.NH.4.1: Provide basic information on familiar topics
using phrases and simple sentences.
 WL.K12.NM.4.2: Present personal information about self
and others.

42. Voki Speaking Avatar

43. Language Standard 5: Presentational
Writing:
The student will be able to present information,
concepts, and ideas to an audience of readers on a
variety of topics in a culturally appropriate context
in the target language.

44. New Web 2.0 Writing Projects
Web tool: Storybird
http://mfl-storybirds.wikispaces.com/
Storybirds are short, visual stories that you make with family
and friends to share.