Chinese 3 Curriculum Notebook.docx

Chinese 3 Curriculum Notebook
2017


Curriculum Notebook Table of Contents
Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Content Standards................................................................................................................................. Page 4
Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning. ....................................................................................................................................................................... Page 9
Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course. ....................................................................................................................................................................... Page 10
Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year). ....................................................................................................................................................................... Page 12
Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Course units .................................................................................................................................................. Page 13 Understanding by Design .............................................................................................................................. Page 31
2


Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethics ..................................................................................................................................................... Page 32
Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
RTI ......................................................................................................................................................... Page 34 MTSS...................................................................................................................................................... Page 36
Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Provo Way Instructional Model ............................................................................................................ Page 38
Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
John Hattie ............................................................................................................................................ Page 44
Glossary
Terms and acronyms used in this document ........................................................................................ Page 45
3


Course Standards
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Target = full control within Intermediate Low
Intermediate Low Language Competencies
Presentational Speaking
IL.PS I can present information on most familiar topics using a series of simple sentences. Learning Indicator IL.PS.1
I can talk about people, activities, events, and experiences.
a. I can describe the physical appearance of a friend or family member. b. I can describe another person's personality.
c. I can describe a school or workplace.
d. I can describe a famous place.
e. I can describe a place I have visited or want to visit.
f. I can present my ideas about something I have learned.
Learning Indicator IL.PS.2
I can express my needs and wants.
a. I can describe what I need for school or work.
b. I can tell what I want to do each day.
Learning Indicator IL.PS.3
I can present information on plans, instructions, and directions. a. I can explain the rules of a game.
b. I can give multi-step instructions for preparing a recipe. c. I can describe what my plans are for the weekend.
d. I can describe what my summer plans are.
e. I can describe holiday or vacation plans.
f. I can describe what is needed for a holiday or a celebration. g. I can describe what I plan to do next in my life.
Learning Indicator IL.PS.4
I can present songs, short skits or dramatic readings.
a. I can retell a children's story.
b. I can present a proverb, poem or nursery rhyme.
c. I can participate in a performance of a skit or a scene from a play.
Learning Indicator IL.PS.5
I can express my preferences on topics of interest.
a. I can give a presentation about a movie or song that I like.
b. I can give a presentation about a famous athlete, celebrity, or historical figure.
c. I can express my thoughts about a current event I have learned about or researched.
4


Presentational Writing
IL.PW I can write briefly about most familiar topics and provide information using a series of simple sentences.
Learning Indicator IL.PW.1
I can write about people, activities, events, and experiences.
a. I can describe the physical appearance and personality of a friend or family member. b. I can write about a school, workplace, famous place, or place I have visited.
c. I can write about a holiday, vacation, or a typical celebration.
d. I can write about something I have learned.
e. I can write about what I plan to do next in my life.
Learning Indicator IL.PW.2
I can prepare materials for a presentation.
a. I can write out a draft of a presentation that I plan to present orally. b. I can write an outline of a project or presentation.
c. I can write notes for a speech.
Learning Indicator IL.PW.3
I can write simply about topics of interest.
a. I can write about a movie or song that I like.
b. I can write about a famous athlete, celebrity, or historical figure. c. I can write a brief explanation of a proverb or nursery rhyme.
d. I can write a simple poem.
Learning Indicator IL.PW.4
I can write basic instructions on how to make or do something.
a. I can write the rules of a game.
b. I can write about how to prepare something simple to eat.
c. I can write about a simple routine, like getting lunch in the cafeteria.
d. I can write simple directions to a nearby location or to an online resource.
Learning Indicator IL.PW.5
I can write questions to obtain information.
a. I can post a question for discussion or reflection. b. I can develop a simple questionnaire or survey.
Scaffolded exposure and practice with Intermediate Mid level texts and tasks
Intermediate Mid Language Competencies
Interpretive Listening
IM.IL I can understand the main idea in messages and presentations on a variety of topics related to everyday life and personal interests and studies. I can understand the main idea in conversations that I overhear.
Learning Indicator IM.IL.1
I can understand basic information in ads, announcements and other simple recordings.
a. I can understand when, where and who is playing in a concert from a radio.
advertisement.
b. I can understand the main message of an e-card greeting.
c. I can understand what service is offering in a TV ad.
d. I can identify the type of film from a movie preview.
5


Learning Indicator IM.IL.2
I can understand the main idea of what I listen to for personal enjoyment.
a. I can understand basic personal questions that are asked on a video conference. b. I can understand what a YouTube clip is about.
c. I can understand peers' recorded descriptions about themselves or their avatars.
Learning Indicator IM.IL.3
I can understand messages related to my everyday life.
a. I can understand a voice message about the time and place of a meeting.
b. I can understand a box-office recording about the times of the performances of events. c. I can understand that an event is being postponed or cancelled.
Interpretive Reading
IM.IR I can understand the main idea of texts related to everyday life and personal interests or studies.
Learning Indicator IM.IR.1
I can understand simple personal questions.
a. I can understand the questions asked on a career preference survey.
b. I can understand what is asked for on a simple, popular magazine questionnaire.
c. I can understand the personal questions to complete a profile on a social media site.
Learning Indicator IM.IR.2
I can understand basic information in ads, announcements and other simple texts. a. I can understand the information in birth and wedding announcements.
b. I can understand the information in sales ads.
c. I can understand the main ideas in travel brochures.
d. I can understand the main ideas on food labels.
Learning Indicator IM.IR.3
I can understand the main idea of what I read for personal enjoyment. a. I can understand updates in entertainment magazines and blogs. b. I can understand postings in blogs on familiar topics.
c. I can understand postcards from friends.
Learning Indicator IM.IR.4
I can read simple written exchanges between other people.
a. I can understand the main idea of personal messages exchanged in chat rooms.
b. I can understand the main idea of a magazine biographical interview with a celebrity.
Interpersonal Communication
IM.IC I can participate in conversations on familiar topics using sentences and series of sentences. I can handle short social interactions in everyday situations by asking and answering a variety of questions. I can usually say what I want to say about myself and my everyday life.
Learning Indicator IM.IC.1
I can start, maintain, and end a conversation on a variety of familiar topics.
a. I can start a conversation.
b. I can ask for information, details, and explanations during a conversation.
c. I can bring a conversation to a close.
d. I can interview someone for a project or a publication.
6


Learning Indicator IM.IC.2
I can talk about my daily activities and personal preferences. a. I can talk about my daily routine.
b. I can talk about my interests and hobbies.
c. I can give reasons for my preferences.
d. I can give some information about activities I did.
e. I can give some information about something I plan to do. f. I can talk about my favorite music, movies, and sports.
Learning Indicator IM.IC.3
I can use my language to handle tasks related to my personal needs. a. I can request services, such as phone, computer, or car.
b. I can schedule an appointment.
c. I can make reservations.
Learning Indicator IM.IC.4
I can exchange information about subjects of special interest to me. a. I can talk about artists from other countries.
b. I can talk about historical events.
c. I can talk about a mathematics, technology, or science project.
Presentational Speaking
IM.PS I can make presentations on a wide variety of familiar topics using connected sentences.
Learning Indicator IM.PS.1
I can make a presentation about my personal and social experiences.
a. I can describe a childhood or past experience.
b. I can report on a social event that I attended.
c. I can make a presentation on something new I learned. d. I can make a presentation about my plans for the future.
Learning Indicator IM.PS.2
I can make a presentation on something I have learned or researched.
a. I can give a short presentation on a current event.
b. I can present about a topic from an academic subject, such as science, math, art, etc. c. I can describe how to plan and carry out an event, such as a party or family reunion. d. I can give a short presentation on a famous person, landmark, or cultural event.
Learning Indicator IM.PS.3
I can make a presentation about common interests and issues and state my viewpoint.
a. I can give a presentation about a favorite movie or song and tell why I like it.
b. I can give a presentation about a famous person or historical figure and tell why he/she
is important.
c. I can share my reactions about a current event and explain why the event is in the news.
7


Presentational Writing
IM.PW I can write on a wide variety of familiar topics using connected sentences. Learning Indicator IM.PW.1
I can write messages and announcements.
a. I can write a message to explain or clarify something.
b. I can write about common events and daily routines.
c. I can write an autobiographical statement for a contest, study abroad or other special
program, or job application.
d. I can write an invitation or flyer about an event I am planning.
Learning Indicator IM.PW.2
I can write short reports about something I have learned or researched.
a. I can write a short article on a current event.
b. I can write about an academic subject, such as science, math, art, etc. c. I can write the minutes or a summary from a club or other meeting.
Learning Indicator IM.PW.3
I can compose communications for public distribution.
a. I can create a flyer for an upcoming event at my school or at work. b. I can write a review of a movie, book, play, exhibit, etc.
c. I can post an entry to a blog or a discussion forum.
d. I can compose a simple letter, response, or article for a publication. e. I can contribute to a school or work publication.
8


Essential Learning Standards
Particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they 1. have endurance, 2. have leverage, and 3. are important for future learning.
Essential Questions:
• What factors guide transportation decisions?
• How is my life influenced by transportation?
• How is transportation different from where I live and in Chinese-speaking countries?
Why is it different?
• How has transportation changed over time? Why has it changed?
• Why do people travel? How do they plan their trips?
• How does travel change my perspectives?
9


Curriculum Resources
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
Intended Learning Outcomes
Adapted from USOE World Languages Standards and Guidelines, the 5 C’s Adopted by the Utah State School Board
January 8, 2009
Develop competency in more than one language and culture
• Communicate with other people in other cultures in a variety of settings
• Look beyond student’s own customary borders
• Develop insight into native language and culture
• Act with greater awareness of self, other cultures, and their own relationships to those
cultures
• Gain direct access to additional bodies of knowledge
• Participate more fully in the global community and marketplace
Demonstrate understanding of the nature of language as a practice or skill which
• Enhances and identifies human beings as meaning makers
• Is a vehicle for constructing knowledge, acquiring skills, and developing habits of mind
• Captures and records human aspirations and imagination
• Is continuously evolving as a reflection of human evolution
• Is acquired not only by refining skills but also through increasing confidence, insight, and
discernment
• Conveys the depth of human experience, evoking both emotion and reason
Use oral language skills to communicate in the target language
• Give and seek information in conversations, group discussions, and oral presentations
• Use questioning techniques to gain information
• Participate in and report on small group learning activities
• Develop and deliver individual presentations
• Plan, present and critique the oral delivery of information and persuasive argument
• Plan, present, and critique dramatic readings of literary selections
Use meta-cognitive skills, strategies, and processes to read in the target language
• Develop an enjoyment for reading as a lifelong way to learn
• Access background knowledge to prepare to read and enjoy texts
• Monitor comprehension
• Improve comprehension by using strategies when meaning breaks down
• Retain information from and respond to text after reading
10


Use skills, strategies, and processes of writing in the target language
• Develop a distinctive writing voice
• Understand that writing is a process of skills, strategies, and practices for creating, revising, and
editing a variety of texts
• Develop reflective abilities and meta-awareness about writing
• Use writing to discover and explore ideas
• Develop collaborative writing skills to prepare for workplace writing
• Understand that writing is a tool for thinking: solving problems, exploring issues, constructing
questions, addressing inquiry
• Understand that reading and writing are interrelated: writers approach new reading experiences
with enhanced appreciation for the text
• Appreciate the value of personal writing and writing-to-learn in daily applications of knowledge
11


Course Pacing Guide
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
Course
Core Standards
Text
Term 1
Term 2
Term 3
Term 4
12


Units
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
Unit 1
Modern Travel
AP Theme(s):
● Contemporary life ● Families and
Communities
Estimated Time: About 7 weeks (34 instructional days)
Unit Performance Assessment (UPA)
● Read and interpret a flight/travel itinerary task ● Formal Rubric
● Student Rubric
Target = full control within Intermediate Low
★ Use formulaic and rote utterances with increasing detail, plus begin to create with language (adapt learned material to express personal meaning)
★ Ask and answer questions
★Deal with simple social situations
★Topics focusing on me and on common aspects of daily life
★Use of discrete sentences and occasionally use strings of sentences
★Full control in present tense, partial control in past and future tenses.
plus scaffolded exposure and practice with Intermediate Mid level texts and tasks
Essential Questions:
★ What factors guide transportation decisions?
★ How is my life influenced by transportation?
★ How is transportation different from where I live and in Chinese-speaking countries? Why is it different?
★ How has transportation changed over time? Why has it changed?
★ Why do people travel? How do they plan their trips?
★ How does travel change my perspectives?
Cultural Competencies:
Products:
• Compare and contrast modes of transportation around the world
Practices
• Use appropriate greetings to interact with people from different cultures, according to varying social contexts
Perspectives:
● Relate how travel or transportation affects life?
13


Unit 1 Huanying Stories: Students should read these stories in place of the dialogues
1.2, 1.4
Protocols:
Vocabulary 4-Square Vocabulary Card Guided Reading
1-Minute Reading Chart
Writing
6-Day Guide
4-Day Review Guide
Year-At-A Glance
Mode of Communication
I Can Statements
Include the World Language Standards number
Assignment (Lesson, Number)
(3-4 per lesson)
Interpretive Listening (IL)
L1:IM.IL.3: I can understand messages related to my everyday life.
Pg. 5, WB 2/1
Recording
L2: N/A
N/A
L3: IM.IL.1: I can understand basic information in ads, announcements and other simple recordings.
Pg. 41, WB 2/1
L4: N/A
L5: IM.IL.2: I can understand the main idea of what I listen to for personal enjoyment.
N/A
Pg. 77-78 WB 2/1, VII
Interpersonal Communication (IC)
Review: IL.IC.1: I can have a simple conversation on a limited number of everyday topics.
Review Activity
师
认识你的老
L1: IL.IC.3: I can use the language to meet my basic needs in familiar situations.
Pg. 10 WB 2/1
L2: IL.IC.3: I can use the language to meet my basic needs in familiar situations.
Pg. 31 WB 2/1. VI
L3: N/A
N/A
L4: IL.IC.2: I can ask and answer questions of factual information that is familiar to me.
P. 60-62 WB 2/1
L5: N/A
N/A
14


Interpretive Reading (IR)
Review:
1: IL.IR.1: I can understand messages in
which the writer tells or asks me about topics of personal interest.
Review:
中学生的一天(美洲华语 第 六册P.8-9)
Preview Discussion
L1: IL.IR.1: I can understand messages in which the writer tells or asks me about topics of personal interest.
Pg. 14-15, WB 2/1
Do Huanying Story
L2: IL.IR.1: I can understand messages in which the writer tells or asks me about topics of personal interest.
Pg. 30 WB 2/1, IX
L3: IL.IR.1: I can understand messages in which the writer tells or asks me about topics of personal interest.
Pg. 48-49, WB 2/1, (Step 1)
电子邮件#1
Do Huanying Story
L4: IL.IR.2: I can identify some simple information needed on forms.
P. 67-68, WB 2/1, VII
L5: N/A
N/A
Presentational Speaking (PS)
Review: IL.PS.1: I can talk about people, activities, events, and experiences.
Review:我的 表 (Optional) Mini-Debate
课
L1: IL.PS. 3: I can present information on plans, instructions, and directions.
Pg. 14-15, WB 2/1
L2: N/A
N/A
L3: N/A
N/A
L4: IL.PS.2: I can express my needs and wants.
IL.PS. 5: I can express my preferences on topics of interest.
P. 67-68, WB 2/1, VII
L5: IL.PS.1: I can talk about people, activities, events, and experiences.
自我介绍
/ *成语故事活动*
L6:IL.PS.1: I can talk about people, activities, events, and experiences.
*成语故事活动*
15


Presentational Writing (PW)
Review: IL.PW.1: I can write about people, activities, events, and experiences.
Review:
1. 開學第一天 2. 我的课表
L1: IL.PW.1: I can write about people, activities, events, and experiences.
Pg. 14-15, WB 2/1
L2: N/A
N/A
L3:IL.PW.1: I can write about people, activities, events, L3: and experiences.
Pg. 48-49, WB 2/1, (Step 1)
电子邮件#1
L4: N/A
N/A
L5: IL.PW.3: I can write simply about topics of interest.
也可以多使用WorkBook 裡面重組句子的活動,要先把英文的意思給
自我介绍
/
L6: IL.PW.3: I can write simply about topics of interest.
*成语故事活动*
Possible Projects/extens ions
*
*
*
成语故事活动
*
可以让学生做WorkBook里面的汉字练习, 可以帮助他们练习写字写可
以帮助他们记住怎么写那些字
蓋掉。
Cultural Products and Practices
I.CPP.3: I can compare and contrast some behaviors or practices of other cultures and my own.
- I can compare and contrast major means of transportation in the U.S. and China.
北京交通工具
解读 (see reading below)
Cultural Perspectives
I.CP.1: I can describe some basic cultural viewpoints.
- I can understand the reasons behind different vehicle preferences among Americans and Chinese.
Cultural Interaction
I.CIA.1: I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.
I.CIA.2: I can recognize and refer to elements of traditional and pop culture.
-I can appropriately greet a traveler
- I can recognize and refer to traditional and popular trends in modern transportation.
16


Possible Grammar
L1: 从...到...
是...的
L3: 往
L4: 一...就...
Possible Transitions
因为...所以... 虽然...但是... 如果...就... 一...就...
Possible Idioms
L1: 车水马龙 chi shui ma long 学富五车 xue fu wu che
L2: 一路平安 yi lu ping an
多多益善 duo duo yi shan
L3: 欲速则不达 Yù sù zé bù dá 好好先生 hǎo hǎo xiān shēng
L4: 一鸣惊人 yi ming jing ren L5: 老马识途 lao ma shi tu
一五一十
yī wǔ yī shí
Extension:
Readings:
http://www.visitbeijing.com.cn/transport/tips/n214749276.shtml (An authentic written description of Beijing’s transportation information)
北京交通工具解读
Optional Audio/Video (If some videos have English, the teacher can turn down the volume and narrate in Chinese):
● • 交通工具 https://www.youtube.com/watch?v=XYy6TdhspDs (Transportation vocabulary, cartoons)
● • 交通工具 https://www.youtube.com/watch?v=88WSVLVcc5Y (Transportation vocabulary, cartoons)
● • 交通工具的演變 https://www.youtube.com/watch?v=4Ow1Dw3BfJU (This history of transportation)
● • 北京的交通工具 https://www.youtube.com/watch?v=YxDKkTQ4YMM (Beijing’s transportation system, picture narratives)
Visuals: (picture narratives, graphics, cartoons, etc. )
● • 北京的交通工具 https://www.youtube.com/watch?v=YxDKkTQ4YMM (Beijing’s transportation system, picture narratives)
17


Utah World Language Indicators
IM.IL.1: I can understand basic information in ads, announcements and other simple recordings.
IL.PW.1: I can write about people, activities, events, and experiences.
IM.IL.2: I can understand the main idea of what I listen to for personal enjoyment.
IL.PW.2: I can prepare materials for a presentation
IM.IL.3: I can understand messages related to my everyday life.
IL.PW.3: I can write simply about topics of interest.
IL.IC.1: I can have a simple conversation on a limited number of everyday topics.
IL.PW.4: I can write basic instructions on how to make or do something.
IL.IC.2: I can ask and answer questions of factual information that is familiar to me.
IL.PW.5: I can write questions to obtain information
IL.IC.3: I can use the language to meet my basic needs in familiar situations.
I.CPP.1: I can explore and reference current and past examples of authentic cultural products and practices.
IL.IR.1: I can understand messages in which the writer tells or asks me about topics of personal interest.
I.CPP.2: I can compare and contrast some common products of other cultures and my own.
IL.IR.2: I can identify some simple information needed on forms.
I.CPP.3: I can compare and contrast some behaviors or practices of other cultures and my own.
IL.IR.3: I can identify some information from news media.
I.CP.1: I can describe some basic cultural viewpoints.
IL.PS.1: I can talk about people, activities, events, and experiences.
I.CP.2: I can make some generalizations about a culture.
IL.PS.2: I can express my needs and wants.
I.CIA.1: I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.
IL.PS. 3: I can present information on plans, instructions, and directions.
I.CIA.2: I can recognize and refer to elements of traditional and pop culture.
IL.PS. 4: I can present songs, short skits or dramatic readings.
I.CIA.3: I can sometimes recognize when I have caused cultural misunderstanding and try to correct it.
IL.PS. 5: I can express my preferences on topics of interest.
Notes: IL=Interpersonal Listening; IC= Interpersonal Communication; IR= Interpretive Reading; PS= Presentational Speaking; PW= Presentational Writing; CPP= Cultural products and practices; CP= Cultural Perspectives; CIA= Cultural Interpersonal
18


Unit 2
Food and Drink
AP Theme(s): Contemporary life Families and Communities
Estimated Time: About 7 weeks (34 instructional days)
Unit Performance Assessment (UPA)
● Read and interpret an email and write a response ○ Regular
○ Simplified
● Formal Rubric
● Student Rubric
Target = full control within Intermediate Low
★ Use formulaic and rote utterances with increasing detail, plus begin to create with language (adapt learned material to express personal meaning)
★ Ask and answer questions
★Deal with simple social situations
★Topics focusing on me and on common aspects of daily life
★Use of discrete sentences and occasionally use strings of sentences
★Full control in present tense, partial control in past and future tenses.
... plus scaffolded exposure and practice with Intermediate Mid level texts and tasks
Essential Questions:
★ What foods and eating practices are considered healthy in different cultures? Why are they different?
★ How does buying food differ from where you live and Chinese-speaking countries? Why are they different? (e.g. markets, supermarkets, etc.)
★ Why is it important to understand local restaurant customs?
★ What role do festivals play in a society? Why are they considered so important? ★ Why is food such an important part of festivals and holidays?
Cultural Competencies:
Products:
● Compare and contrast Chinese and Western dietary preferences
Practices:
● Talk/write about appropriate restaurant behaviors in China and the US
Perspectives:
● Explain/talk about the Chinese Mid-Autumn Festival cultural practices and
traditions and their significance.
Unit 2 Huanying Stories: Students should read these stories in place of the dialogues
2,2 and 2.4
19


Protocols:
Vocabulary Guided Reading 1-Minute Reading Writing
6 Day Guide
4-Day Review Guide
Year-At-A Glance
Mode of Communication
I Can Statements
Include the World Language Standards number
Assignment (Lesson, Number)
(3-4 for each section)
Interpretive Listening (IL)
L1: IM.IL.2: I can understand the main idea of what I listen to for personal enjoyment.
P. 102 Workbook 2/1, VI
L2: IM.IL.1: I can understand basic information in ads, announcements and other simple recordings.
P. 123 Workbook 2/1, VI
L3: IM.IL.3: I can understand messages related to my everyday life.
P. 145 Workbook 2/1, VII
L4: IM.IL.3: I can understand messages related to my everyday life.
P. 163 Workbook 2/1, VII
L5: IM.IL.1: I can understand basic information in ads, announcements and other simple recordings.
P. 182 Workbook 2/1, VI
L6:
N/A
Interpersonal Communication (IC)
L1:
N/A
L2: IL.IC.1: I can have a simple conversation on a limited number of everyday topics.
P. 131 Workbook 2/1, IV
L3: IL.IC.3: I can use the language to meet my basic needs in familiar situations.
P. 149 Workbook 2/1, V
Role play in a restaurant scenario
L4: IL.IC.2: I can ask and answer questions of factual information that is familiar to me.
N/A
L5: IL.IC.2: I can ask and answer questions of factual information that is familiar to me.
P. 191 Workbook 2/1, VI
Interview students on their views about healthy diet
L6: IL.IC.1: I can have a simple conversation on a limited number of everyday topics.
N/A
Interpretive Reading (IR)
L1: IL.IR.1: I can understand messages in which the writer tells or asks me about topics of personal interest.
P. 116 Workbook 2/1, VIII
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L2: IL.IR.1: I can understand messages in which the writer tells or asks me about topics of personal interest.
P. 136 Workbook 2/1, VII (optional)
L3: IL.IR.1: I can understand messages in which the writer tells or asks me about topics of personal interest.
P. 153 Workbook 2/1, VIII
L4: IL.IR.3: I can identify some information from news/ media.
P. 173 Workbook 2/1, VII
L5:
N/A
L6:
N/A
Presentational Speaking (PS)
L1: IL.PS.1: I can talk about people, activities, events, and experiences.
Make a speech to compare and contrast one Chinese Festival (Mid-Autumn) vs. US Festival (optional)
L2:
N/A
L3: IL.PS.4: I can present songs, short skits or dramatic readings.
Present a short skit of ordering and eating in a Chinese restaurant. ( Combined with L3 in IC section)
L4: IL.PS. 3: I can present information on plans, instructions, and directions.
P. 172 Workbook, 2/1 VI
(Combine with the survey activity in PW in L4)
L5: IL.PS.1: I can talk about people, activities, events, and experiences.
P. 187 Workbook 2/1, III
L6: IL.PS.4: I can present songs, short skits or dramatic readings.
P. 146 Workbook, 2/1 II Students write and present a poet or a song following the example provided.
(optional)
Presentational Writing (PW)
L1: IL.PW.3: I can write simply about topics of interest.
P. 114 Workbook 2/1, VI
L2:
N/A
L3:
N/A
L4: IL.PW.5: I can write questions to obtain information.
P. 173 Workbook 2/1, VII Write a survey for a restaurant, think about what kind of questions are most important for the customer and the owner.
L5: IL.PW.1: I can write about people, activities, events, and experiences.
P. 191 Workbook 2/1, VI
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Write a week of health menu, three meals a day and explain. (Optional)
L6: IL.PW.4: I can write basic instructions on how to make or do something.
Write an instruction on how to make a certain American food, explain in detailed steps.
Cultural Products and Practices
I.CPP.1: I can explore and reference current and past examples of authentic cultural products and practices.
I.CPP.2: I can compare and contrast some common products of other cultures and my own.
I.CPP.3: I can compare and contrast some behaviors or practices of other cultures and my own.
- I can describe typical Moon Festival foods and explain their significance.
-I can compare and contrast American and Chinese restaurant behaviors.
Cultural Perspectives
I.CP.1: I can describe some basic cultural viewpoints.
I.CP.2: I can make some generalizations about a culture.
-I can explain the cultural traditions behind the Moon Festival stories. (Possible Cultural Presentation)
Cultural Interaction
I.CIA.1: I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.
I.CIA.2: I can recognize and refer to elements of traditional and pop culture.
I.CIA.3: I can sometimes recognize when I have caused cultural misunderstanding and try to correct it.
-I can remedy a misunderstanding that might occur in regards to restaurant behavior.
Possible Grammar
Possible Transitions
就(要)。。了, 快(要)。。。了
Possible Idioms
花好月圆 hua hao yue yuan 如鱼得水 ru yu de shui 不知肉味 bu zhi rou wei 鸡毛蒜皮 jimaosuanpi
Possible Projects/extensi ons
Food Party (Moon Festival): plan the party, write an invitation, prepare the food with recipe, introduce their food, compare Moon Festival with US Festival... etc.
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Extension:
Readings: [focusing on native, authentic texts]
● Book “Chinese Myths and Folktales 500 Characters” - 嫦娥
OPtional Audio/Video (If some videos have English, the teacher can turn down the volume and narrate in Chinese) :
● ●
● ● ● ● ●
● ●
●
舌尖上的中国 第2集 主食的故事 (The stories of Chinese Food) (https://www.youtube.com/watch?v=vUzgWLDJZi0&index=3&list=PLh7dBJ1Mjj2xSNR zTAozrNNcaUBi8CWVj
舌尖上的北京(上) 北京美食 北京小吃 (Beijing tranditional foods) https://www.youtube.com/watch?v=VyiqQrAK0Fk&index=5&list=PLkb9lPaZyqOoJJhd k0gw3Kj6jlIGqxoBa
https://www.youtube.com/watch?v=iz3DQmBcLY0
https://www.youtube.com/watch?v=82LWxq1cKME
(Moon festival and moon cakes)
https://www.youtube.com/watch?v=ZIE66BQB3UE
中秋节的由来 文章 (The legend of the Moon festival, authantic reading text) http://www.china.com.cn/ch-jieri/zhongqiu/2.htm
中秋节的由来 (The legend about the Moon festival pictures and narration) https://www.youtube.com/watch?v=biA_ZYWncu4
https://www.youtube.com/watch?v=rY84JWDXFJc
https://www.youtube.com/watch?v=KKhy0d4z1O4
Chinese Drink commercial--Shaolin Kongfu
https://www.youtube.com/watch?v=oFs_h7ktMxU
老外看台灣:高雄夜市好吃好玩│郝毅博 Ben Hedges visiting night market in
Taiwan
老外郝毅博 偕老婆逛台灣夜市|郝毅博|老外看中國| Ben Hedges visiting night
market in Taiwan
中国文化:中秋节
中秋节的由来 后羿射日
为什么要过中秋节 (Why celebrate the Moon festival?)
Visuals: (picture narratives, graphics, cartoons, etc. )
● AP 2008, 2010 Language and Culture 4 Picture Story Writing
Utah World Language Indicators
IM.IL.1: I can understand basic information in ads, announcements and other simple recordings.
IL.PW.1: I can write about people, activities, events, and experiences.
IM.IL.2: I can understand the main idea of what I listen to for personal enjoyment.
IL.PW.2: I can prepare materials for a presentation
IM.IL.3: I can understand messages related to my everyday life.
IL.PW.3: I can write simply about topics of interest.
IL.IC.1: I can have a simple conversation on a limited number of everyday topics.
IL.PW.4: I can write basic instructions on how to make or do something.
IL.IC.2: I can ask and answer questions of factual information that is familiar to me.
IL.PW.5: I can write questions to obtain information
23


IL.IC.3: I can use the language to meet my basic needs in familiar situations.
I.CPP.1: I can explore and reference current and past examples of authentic cultural products and practices.
IL.IR.1: I can understand messages in which the writer tells or asks me about topics of personal interest.
I.CPP.2: I can compare and contrast some common products of other cultures and my own.
IL.IR.2: I can identify some simple information needed on forms.
I.CPP.3: I can compare and contrast some behaviors or practices of other cultures and my own.
IL.IR.3: I can identify some information from news media.
I.CP.1: I can describe some basic cultural viewpoints.
IL.PS.1: I can talk about people, activities, events, and experiences.
I.CP.2: I can make some generalizations about a culture.
IL.PS.2: I can express my needs and wants.
I.CIA.1: I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.
IL.PS. 3: I can present information on plans, instructions, and directions.
I.CIA.2: I can recognize and refer to elements of traditional and pop culture.
IL.PS. 4: I can present songs, short skits or dramatic readings.
I.CIA.3: I can sometimes recognize when I have caused cultural misunderstanding and try to correct it.
IL.PS. 5: I can express my preferences on topics of interest.
Notes: IL=Interpersonal Listening; IC= Interpersonal Communication; IR= Interpretive Reading; PS= Presentational Speaking; PW= Presentational Writing; CPP= Cultural products and practices; CP= Cultural Perspectives; CIA= Cultural Interpersonal
24


Unit 3
Weather and Travel
AP Theme(s): -Contemporary life
Estimated Time: About 5-6 weeks (28 instructional days)
Unit Performance Assessment (UPA)
● UPA 4-picture story ● Formal Rubric
● Student Rubric
Target = full control within Intermediate Low
★ Use formulaic and rote utterances with increasing detail, plus begin to create with language (adapt learned material to express personal meaning)
★ Ask and answer questions
★Deal with simple social situations
★Topics focusing on me and on common aspects of daily life
★Use of discrete sentences and occasionally use strings of sentences
★Full control in present tense, partial control in past and future tenses.
plus scaffolded exposure and practice with Intermediate Mid level texts and tasks
Essential Questions:
★ How does weather affect people’s daily decisions? Why?
★ Is it important to learn about weather in other places? Why? ★ How do cultural perspectives on climate affect behaviors?
Cultural Competencies:
Products:
● Simply describe geographical features of locations in China.
Practices:
● Make recommendations for travel based on knowledge of geography and
climate. Perspectives:
● How does travel affect people’s views on the world?
● How does knowing a language affect perspectives about that country?
Unit 3 Huanying Stories: Students should read these stories in place of the dialogues
3.2 and 3.4
Protocols:
Vocabulary Guided Reading 1-Minute Reading Writing
6 Day Guide
4-Day Review Guide
Year-At-A Glance
25


Mode of Communicati on
I Can Statements
Include the World Language Standards number
Assignment (Lesson, Number)
(3-4 for each section)
Interpretive Listening (IL)
L1:
IM.IL.3: I can understand messages related to my everyday life.
-I can understand and complete a chart about different cities’ weather from simple announcements and recordings.
欢迎2 听力测验/学生用本 3-1-5 P.207
L2:
IM.IL.1: I can understand basic information in ads, announcements and other simple recordings.
-I can understand and complete a chart about Beijing's travel and weather from simple announcements and recordings.
IM.IL.3: I can understand messages related to my everyday life.
- I can take notes about Beijing’s current weather from an authentic weather report and compare my notes to my partner
欢迎 2-听力测验/学生用本 3-2-5 P. 228
.https://www.youtube.com/ watch?v=5E9OM8cO1xI
L3:
IM.IL.1: I can understand basic information in ads, announcements and other simple recordings.
Extra lesson- only do if have time
Unit 3 Lesson 3 综合练习 步骤
L4:
IM.IL.1: I can understand basic information in ads, announcements and other simple recordings.
欢迎 2-综合练习/ 3-4 步骤 1
L5:
IM.IL.1: I can understand basic information in ads, announcements and other simple recordings.
欢迎 2-综合练习/ 3-5 步骤 1
L6:
26


Interpersonal Communicati on (IC)
L1:
L2:
L3:
IL.IC.2: I can ask and answer questions of factual information that is familiar to me.
Extra Lesson - only do if have time
Unit 3 Lesson 3 综合练习 步骤3
L4:
IL.IC.2: I can ask and answer questions of factual information that is familiar to me.
欢迎 2-综合练习/3-4 步骤2
L5:
IL.IC.2: I can ask and answer questions of factual information that is familiar to me.
欢迎 2-综合练习/ 3-5 步骤 1&2
L6:
Interpretive Reading (IR)
L1:
IL.IR.2: I can identify some simple information needed on forms.
欢迎2 -1-3 综合练习,步骤 1和2
L2:
IL.IR.1: I can understand messages in which the writer tells or asks me about topics of personal interest.
- I can demonstrate comprehension of an email by answering questions..
欢迎 2 3-2-7 阅读和写作 電 子郵件
L3:
IL.IR.2: I can identify some simple information needed on forms.
Extra Lesson - Only do if have time
Unit 3 Lesson 3 综合练习 步骤1,2
L4:
IL.IR.1: I can understand messages in which the writer tells or asks me about topics of personal interest.
欢迎 2-综合练习/ 3-4 步骤 1
L5:
IL.IR.1: I can understand messages in which the writer tells or asks me about topics of personal interest.
欢迎 2-综合练习/ 3-5 步骤 1
L6:
Presentation al Speaking (PS)
L1:
IL.PS. 3: I can present information on plans, instructions, and directions.
欢迎2 -1-3综合练习,步骤 3
L2:
IL.PS.5: I can express my preferences on topics of interest.
欢迎 2 3-2-7 阅读和写作 電 子郵件
27


L3:
IL.PS. 3: I can present information on plans, instructions, and directions.
Extra Lesson - Only do if have time
Unit 3 Lesson 3 综合练习 步骤5
L4:
L5:
IL.PS. 3: I can present information on plans, instructions, and directions.
欢迎 2-综合练习/ 3-5 步骤 4
L6:
Presentation al Writing (PW)
L1: IL.PW.1: I can write about people, activities, events, and experiences.
欢迎2 -1-3综合练习,步骤 4
L2:
IL.PW.3: I can write simply about topics of interest.
欢迎 2 3-2-7 阅读和写作 電 子郵件
L3:
IL.PW.2: I can prepare materials for a presentation.
Extra Lesson - Only do if have time
Unit 3 Lesson 3 综合练习 步骤4
L4:
IL.PW.3: I can write simply about topics of interest.
欢迎 2-综合练习/ 3-4 步骤 1&3
L5:
IL.PW.2: I can prepare materials for a presentation.
欢迎 2-综合练习/ 3-5 步骤 4
L6:
Cultural Products and Practices
Cultural Perspectives
I.CP.1: I can describe some basic cultural viewpoints.
-1. I can compare and contrast climate and weather between a city in China and my own city and talk about the different ways people react to weather in each culture (e.g., Chinese women use umbrellas outside, cover up when in the sun, don’t get hair wet, children wear many layers in the winter etc.).
28


Cultural Interaction
I.CIA.1: I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.
-. I can exchange information with a Chinese student about our cities’ weather and climate. Language
Possible Grammar
要是...就
对...说
左右
从...到...有...英里
先... 再,先...然后...最后...
Possible Transitions
要是...就
对...说
左右
从...到...有...英里
先... 再,先...然后...最后...
Possible Idioms
风雨交加,山明水秀
一年四季,春夏秋冬
春暖,夏热,秋凉,冬寒
雪中送炭
雪上加霜
一路顺风,一帆风顺,旅途平安
Possible Projects/exte nsions
Proposal of a Trip to China
Readings: [focusing on native, authentic texts]
●
Extension Audio/Video: (If some videos have English, the teacher can turn down the volume and narrate in Chinese)
● ●
●
● ●
● ●
https://www.youtube.com/watch?v=b26pWrvlM0U
https://www.youtube.com/watch?v=x-JdQLZmVd0 (Beijing is a mix of past and present.)
The four seasons in Beijing - 北京的四季 https://www.youtube.com/watch?v=YSnQlWKR3Lw
https://www.youtube.com/watch?v=QviiT71aANI
https://www.youtube.com/watch?v=V0ORKYNy2R8
我只想要一个轻松的假期:我的寒假谁做主? http://www.tudou.com/listplay/zUAlFaCGDbQ/tF0QAwGKaNw.html 行李打包學問大! https://www.youtube.com/watch?v=y7v0XcsYYD8 (How to pack luggage)
体验中国
different transportations)
2013 Beijing tourism campaigns 北京旅游宣传片
(Touring China with
北京的天气 (weather of beijing)
《禮儀之邦》傳統儀禮公益宣傳片" The Nation of Greatness and Courtesy"
29


Utah World Language Indicators
IM.IL.1: I can understand basic information in ads, announcements and other simple recordings.
IL.PW.1: I can write about people, activities, events, and experiences.
IM.IL.2: I can understand the main idea of what I listen to for personal enjoyment.
IL.PW.2: I can prepare materials for a presentation
IM.IL.3: I can understand messages related to my everyday life.
IL.PW.3: I can write simply about topics of interest.
IL.IC.1: I can have a simple conversation on a limited number of everyday topics.
IL.PW.4: I can write basic instructions on how to make or do something.
IL.IC.2: I can ask and answer questions of factual information that is familiar to me.
IL.PW.5: I can write questions to obtain information
IL.IC.3: I can use the language to meet my basic needs in familiar situations.
I.CPP.1: I can explore and reference current and past examples of authentic cultural products and practices.
IL.IR.1: I can understand messages in which the writer tells or asks me about topics of personal interest.
I.CPP.2: I can compare and contrast some common products of other cultures and my own.
IL.IR.2: I can identify some simple information needed on forms.
I.CPP.3: I can compare and contrast some behaviors or practices of other cultures and my own.
IL.IR.3: I can identify some information from news media.
I.CP.1: I can describe some basic cultural viewpoints.
IL.PS.1: I can talk about people, activities, events, and experiences.
I.CP.2: I can make some generalizations about a culture.
IL.PS.2: I can express my needs and wants.
I.CIA.1: I can handle short interactions with peers and colleagues in familiar situations at school, work, or play.
IL.PS. 3: I can present information on plans, instructions, and directions.
I.CIA.2: I can recognize and refer to elements of traditional and pop culture.
IL.PS. 4: I can present songs, short skits or dramatic readings.
I.CIA.3: I can sometimes recognize when I have caused cultural misunderstanding and try to correct it.
IL.PS. 5: I can express my preferences on topics of interest.
Notes: IL=Interpersonal Listening; IC= Interpersonal Communication; IR= Interpretive Reading; PS= Presentational Speaking; PW= Presentational Writing; CPP= Cultural products and practices; CP= Cultural Perspectives; CIA= Cultural Interpersonal
30


Planning Guide: Jay McTighe, an expert in unit planning and author of Understanding by Design, has written four point to consider when planning units. They are presented below.
UbD Design Standards Stage 1 – To what extent does the design:
1. focus on the “Big ideas” of targeted content? Consider: are . . .
– the targeted understandings enduring, based on transferable, big ideas at the heart of the
discipline and in need of “uncoverage”?
– the targeted understandings framed as specific generalizations?
– the “big ideas” framed by questions that spark meaningful connections, provoke genuine
inquiry and deep thought, and encourage transfer?
– appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified? – valid and unit-relevant knowledge and skills identified?
Stage 2 – To what extent do the assessments provide:
2. fair, valid, reliable and sufficient measures of the desired results? Consider: are . . .
– students asked to exhibit their understanding through “authentic” performance tasks? – appropriate criterion-based scoring tools used to evaluate student products and
performances?
– a variety of appropriate assessment formats provide additional evidence of learning? Stage 3 – To what extent is the learning plan:
3. effective and engaging? Consider: will students . . .
– know where they’re going (the learning goals), why (reason for learning the content), and
what is required of them (performance requirements and evaluative criteria)?
– be hooked – engaged in digging into the big ideas (e.g., through inquiry, research, problem- solving, experimentation)?
– have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
– have sufficient opportunities to rethink, rehearse, revise, and/or refine their work based upon timely feedback?
– have an opportunity to self-evaluate their work, reflect on their learning and set future goals? Consider: the extent to which the learning plan is:
– tailored and flexible to address the interests and learning styles of all students?
– organized and sequenced to maximize engagement and effectiveness?
Overall Design – to what extent is the entire unit:
4. coherent, with the elements of all 3 stages aligned?
Grant Wiggins and Jay McTighe 2005
31


Assessment Standards
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
Ethical Assessment Practices (USBE ethics training)
Licensed Utah Educators should:
• Ensure students are enrolled in appropriate courses and receive appropriate instruction
• Provide instruction to the intended depth and breadth of the course curriculum
• Provide accommodations throughout instruction to eligible students as identified by an
ELL, IEP, or 504 team.
• Use a variety of assessments methods to inform instructional practices
• Introduce students to various test-taking strategies throughout the year
• Provide students with opportunities to engage with available training test to ensure that
they can successfully navigate online testing systems, and to ensure that local
technology configurations can successfully support testing.
• Use formative assessments throughout the year using high-quality, non-secure test
questions aligned to Utah Standards.
Licensed Utah Educators shall ensure that:
• An appropriate environment reflective of an instructional setting is set for testing to limit distractions from surroundings or unnecessary personnel.
• All students who are eligible for testing are tested.
• A student is not discouraged from participating in state assessments, but upon a
parent’s opt-out request (follow LEA procedures), the student is provided with a
meaningful educational activity.
• Tests are administered in-person and testing procedures meet all test administration
requirements.
• Active test proctoring occurs: walking around the room to make sure that each
student has or is logged into the correct test; has appropriate testing materials
available to them; and are progressing at an appropriate pace.
• No person is left alone in a test setting with student tests left on screen or open.
• The importance of the test, test participation, and the good faith efforts of all
students are not undermined.
• All information in the Test Administration Manual (TAM) for each test administered
is reviewed and strictly followed (see 53A-1-608; R277-404).
• Accommodations are provided for eligible students, as identified by an ELL, IEP, or
504 team. These accommodations should be consistent with accommodations
provided during instruction throughout the instructional year.
• Any electronic devices that can be used to access non-test content or to
record/distribute test content or materials shall be inaccessible by students (e.g., cell phones, recording devices, inter-capable devices). Electronic security of tests and student information must not be compromised.
• Test materials are secure before, during and after testing. When not in use, all materials shall be protected, where students, parents cannot gain access.
No one may enter a student’s computer-based test to examine content or alter a student’s response in any way either on the computer or a paper answer document for any reason.
32


Unethical Assessment Practices (USBE ethics training)
It is unethical for educators to jeopardize the integrity of an assessment or the validity of student responses.
Unethical practices include:
• Providing students with questions from the test to review before taking the test.
• Changing instruction or reviewing specific concepts because those concepts appear on
the test.
• Rewording or clarifying questions, or using inflection or gestures to help students
answer.
• Allowing students to use unauthorized resources to find answers, including dictionaries,
thesauruses, mathematics tables, online references, etc.
• Displaying materials on walls or other high visibility surfaces that provide answer to
specific test items (e.g., posters, word walls, formula charts, etc.).
• Reclassifying students to alter subgroup reports.
• Allowing parent volunteers to assist with the proctoring of a test their child is taking or
using students to supervise other students taking a test.
• Allowing the public to view secure items or observe testing sessions.
• Reviewing a student’s response and instructing the student to, or suggesting that the
student should, rethink his/her answers.
• Reproducing, or distributing, in whole or in part, secure test content (e.g., taking
pictures, copying, writing, posting in a classroom, posting publically, emailing).
• Explicitly or implicitly encouraging students to not answer questions, or to engage in
dishonest testing behavior.
• Administering tests outside of the prescribed testing window for each assessment.
33


Intervention Standards
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher-developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
PCSD MTSS/RTI Model
Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
34


35


PCSD MTSS/RTI Model Provo City School District's Academic MTSS (Multi-Tiered Systems of Support) details the system for providing Tier 1, 2, and 3 instruction; interventions; and assessment to help each student receive appropriate support. It is detailed below.
Unpacking the Complexity of MTSS Decision Making
Successful MTSS implementation is a highly complex process that involves the following tasks:
• Gathering accurate and reliable data
• Correctly interpreting and validating data
• Using data to make meaningful instructional changes for students
• Establishing and managing increasingly intensive tiers of support
• Evaluating the process at all tiers to ensure the system is working
36


Utah’s Multi-Tiered System of Supports USBE website:
http://www.schools.utah.gov/umtss/UMTSS-Model.aspx
37


Supplemental Resources
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
The Provo Way Instructional Model
38


• Student focus
• Educator credibility
• Meeting norms
• Professional Learning Communities (PLC)/Collaboration
• Civility policy
• Appearance and interactions
• Continual Leaning
• Testing ethics
• Research orientation
• Policy adherence
• Culture
• Safety–emotional and physical
• Physical classroom space
• Relationships
• Family connections
• Procedures
• Classroom management
• Student artifacts
• Student focus
39


• Formative evaluation
• Summative evaluation
• Feedback:
• Performance of understanding
• Self-reported grades
• Student self-evaluation
• Testing ethics
• Differentiation
• Data analysis
• Response to interventions (RTI)/Multi-tiered system of success (MTSS)
• Lesson design
• Teacher clarity: share LT, share SC, share PoU
• Evidence-based instructional strategies
• Based on data
• Student engagement
• DOK – Depth of Knowledge
• Differentiation
• Student ownership of learning
• Curriculum notebook
• RTI/MTSS
40


• State standards
• Curriculum map/pacing guide
• Units
• Objectives
• Curriculum Notebooks
• Course essentials
• Current
• Planning
Professional Associations Websites
41


Instructional Strategies
Utah’s Chinese-language secondary programs will strive to employ the following recognized best practices in daily instruction.
Use target language for instruction
In first year classrooms at least 80% of instruction should be in Chinese. To do this, teachers will create comprehensible input through context, meaningful content, visual and action clues and other methods.
Facilitate student-centered learning
Language is studied in the context of thematic units which require students to listen for understanding, use the target language to communicate and engage cognitively at age- appropriate levels. Student-centered activities such as role plays, interviews, surveys, information gap tasks, the creation of videos or pod-casts, story telling, use and/or production of Venn Diagrams and other graphical representations should be at the heart of language practice. Teachers explicitly teach strategies for independent learning. These strategies include the use of dictionaries, the understanding of semantic and phonemic radicals in the written language, use of the internet as a way of accessing authentic language and cultural materials, etc.
Ensure meaningful interaction in the target language
Instruction centers on meaningful, real-world tasks which require communication in the Chinese. Language tasks for each unit include interpersonal, interpretive and presentational tasks. Communication goals focus on spontaneous, meaningful and accurate communication in real-world contexts.
Integrate language, culture and content
Classroom instruction incorporates authentic practices, perspectives and products from Chinese culture allowing students to understand, compare, and contrast relevant aspects of the target culture in ways that contribute to important enduring understandings.
Teach simplified characters and pinyin
For purposes of program continuity and simplification of articulation across Chinese language programs in Utah, all Utah programs in public schools will teach simplified characters and use pinyin for teaching pronunciation, for character entry on computers and for dictionary use. Pinyin, however, is not a substitute for learning to read and write characters.
Focus on oral skills
In first and second year language programs developing oral proficiency is primary. While students learn some characters, they are not expected to write every word they can speak. When learning new characters, students should be taught stroke order, radicals and phonetic components. Intermediated and AP classes should have a stronger emphasis on literacy skills.
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Teach more than language
To encourage students to continue studying Chinese for the many years necessary to attain intermediate to advanced proficiency, Chinese classes should be engaging, challenging and rewarding. Even students who will not have the opportunity to continue to intermediate and advanced proficiencies should come away from Chinese classes with learning skills, insights and enduring understandings about language and culture which will help make them successful, productive global citizens.
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Evidence-based Pedagogical Practices
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
Hattie's Visible Learning
John Hattie, creator of Visible Learning, is a leading education researcher who has analyzed meta analyses in order to rank education practices (and factors) from most effective to least effective.
Hattie's list of highest ranking factors can be found at: https://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/
or
https://visible-learning.org/nvd3/visualize/hattie-ranking-interactive-2009-2011-2015.html
Hattie's original book on the topic can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Definitions of Hattie's factors can be found at:
https://www.amazon.com/Visible-Learning-Synthesis-Meta-Analyses- Achievement/dp/0415476186
Learning Targets
Provo City School District employs the use of learning targets, success criteria, formative assessment, and feedback. A basis of study on these topics is the book, Learning Targets, by Connie Moss and Susan Brookhart, can be found at: https://www.amazon.com/Learning-Targets-Helping-Students-Understanding- ebook/dp/B008FOKP5S.
The district has produced four videos that demonstrate elements of learning target instruction and can be found at:
http://provo.edu/teachingandlearning/learning-targets-videos/
Teacher Resource Guide
Provo City School District's Teacher Resource Guide helps teachers meet the Utah Effective Teaching Standards and includes effective teaching practices. It can be found at: http://provo.edu/teachingandlearning/wp-content/uploads/sites/4/2016/01/11182016-TRG- fixed.pdf
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Glossary
Terms and Acronyms used in this document
Assessment Standards
College and Career Readiness
Curriculum Resources
Essential Learning Standards
Evidence-based Pedagogical Practices
Intervention Standards
Learning Target
A set of criteria to guide the assessment of student learning in a course that is based on Standards/Essentials of the course; this might include formative assessment practices, summative assessments/practices, common assessment plans, feedback practices, and a schedule for testing.
The College and Career Readiness (CCR) anchor standards
and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
The materials teachers use to plan, prepare, and deliver instruction, including materials students use to learn about the subject. Such materials include texts, textbooks, tasks, tools, and media. Sometimes organized into a comprehensive program format, they often provide the standards, units, pacing guides, assessments, supplemental resources, interventions, and student materials for a course.
These are also known as power standards. They are particular standards/objectives/indicators that a school/district defines as critical for student learning. In fact, they are so critical that students will receive intervention if they are not learned. Essentials are chosen because they: 1. have endurance, 2. have leverage, and 3. are important for future learning.
A list of teaching strategies that are supported by adequate, empirical research as being highly effective.
A set of criteria to guide teachers to provide additional instruction to students who did not master the content in Tier 1 instruction. This might include: commercial intervention programs, teacher- developed intervention materials, diagnostic testing, RTI/MTSS processes, and a list of essential knowledge/skills that will prompt intervention if the student does not demonstrate mastery.
(LT) A Learning Target is a target that is shared and actively used by both the teacher and the students as a classroom learning team. (Moss & Brookhart, 2012).
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MTSS
Pacing Guide
Performance of Understanding.
Provo Way Instructional Model
RTI
Success Criteria
Standards
Supplemental Resources
Units
Multi-Tiered Systems of Support is an approach to academic and behavioral intervention. It is part of the intervention standards.
The order and timeline of the instruction of standards, objectives, indicators, and Essentials over the span of a course (semester or year).
(PoU). Student results that provide compelling evidence that the student has acquired the learning target. (Brookhart, 2012).
The five areas of expectations for successful instruction identified by Provo City School District.
Response to Intervention is an approach to academic and behavioral intervention. It is part of the Intervention standards.
Detailed explanation requirements for different levels of quality. They are also referred to as “student-fors” to be used during the formative learning cycle in the day’s lesson (Moss & Brookhart, 2012).
Standards indicate the broad goals for a student to master in a course. Standards are typically set by a state or district school board.
Instructional materials, beyond the main curricular materials, used to strategically fill gaps/weaknesses of the core program materials.
A plan for several weeks of instruction, usually based on a theme, that includes individual lesson plans. Units often also include: Standards, learning targets/goals, skills, formative and summative assessment, student materials, essential questions, big ideas, vocabulary, questions, and instructional methods.
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