The document outlines a workshop on implementing the new Florida World Languages Standards, which focus on developing students' ability to communicate through five modes: interpretive listening, interpretive reading, interpersonal communication, presentational speaking, and presentational writing. The workshop teaches teachers how to design standards-based instruction through backward design, starting with defining learning goals and assessments before planning activities to help students achieve communication skills.

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

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

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.

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.
(What activities and practice do they need to be able to d
http://www.ascd.org/publications/books/198199/chapter1.html

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
the World
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