The document summarizes a Kentucky World Language Association conference for language teachers. It provides an agenda for the day including welcomes and introductions of hosts and trainers from different locations. The document outlines learning targets for teachers related to communication modes, language proficiency levels, and using rubrics to assess student work. It then discusses the Kentucky world language standard and how it focuses on developing student communicative competence through the three modes of communication.

1. kentucky world language association
January 21, 2012

2. WELCOME

3. WELCOME & THANK YOU
Bowling Green Greenville Georgetown
Host: Host: Host:
Ferrel Rose Carrie Ezzell Lucas Gravitt
Trainer: Trainer: Trainer:
Susann Davis Terri Coke Jocelyne Waddle

4. WELCOME & THANK YOU
Boone County Carter County Louisville
Host: Host & Trainer: Host & Trainer:
Chelo Diaz Ben Hawkins Alice Spagnola
Trainer:
Andrea Suarez

5. LEARNING TARGETS
I can describe the three
modes of communication
and activities that allow
my students to perform
tasks in each mode.

6. LEARNING TARGETS
I can describe what a
student can do at the
Novice and Intermediate
Level.

7. LEARNING TARGETS
I can rate a student writing
and speaking sample using
the KWLA Showcase
Rubric.

8. LEARNING TARGETS
I can explain the purpose
of the KWLA Showcase
“I Can!” self-assessments
and use them to prepare
my students.

9. LEARNING ACTIVITIES
Presentation
Group Activity (w/ local trainer)
Questions (approx. every 45 min.)

10. KENTUCKY STANDARD
WHY?

11. KENTUCKY STANDARD
Classrooms are transforming to reflect an
increasing emphasis on developing
students’ communicative competence.
Today’s classroom is about teaching
languages so that students use them to
communicate with native speakers of the
language.

12. KENTUCKY STANDARD
Learning about language
Focused on isolated skills
Using the textbook as curriculum
Testing to find out what they don’t know
Only teacher knows how to grade

13. KENTUCKY STANDARD
Learning about language
Students learn to use language
Focused on isolatedmodes of communication
Focused on the skills
Using the textbook as curriculum resources
Using thematic units & authentic
Testing to find out whatwhat students can do
Assessing to find out they don’t know
Only teacher knows how to grade
Students know and understand criteria

14. KENTUCKY STANDARD
WHY?
Realistic Expectations
Student Centered
Focused on Performance

15. KENTUCKY STANDARD
Modes of
Communication

16. INTERPRETIVE LISTENING and READING
I can interpret information, concepts, and
ideas from a variety of culturally authentic
sources on a variety of topics.

17. INTERPERSONAL COMMUNICATION
I can exchange information, concepts, and
ideas with a variety of speakers or readers on
a variety of topics in a culturally appropriate
context.

18. PRESENTATIONAL SPEAKING and WRITING
I can present information, concepts, and
ideas to an audience of listeners or readers
on a variety of topics in a culturally
appropriate context.

19. GROUP ASSIGNMENT
Watch this sample interview (twice) and
discuss as a large group what language the
learner is using (vocab), how the learner is
using the language (text type), and how well
the learner is using the language (control).
15 minutes

20. WHAT NOVICES CAN DO
Greg Duncan (2011) resourcesfromgreg.wikispaces.com

21. GROUP ASSIGNMENT
Watch this sample interview (twice) and
discuss as a large group what language the
learner is using (vocab), how the learner is
using the language (text type), and how well
the learner is using the language (control).
15 minutes

22. WHAT NOVICES CAN DO
Greg Duncan (2011) resourcesfromgreg.wikispaces.com

23. Got Questions?

24. GROUP ASSIGNMENT
Based on your understanding of what
Novice and Intermediate Level Speakers can
do, create a visual with materials available
at your location (computers, markers,
objects, napkins, etc.) that best represents
each level.
15 minutes

25. SHOWCASE SELF ASSESSMENT
Preparing Students for Performance

26. SHOWCASE SELF-ASSESSMENT
I ….

27. SHOWCASE RUBRIC
Focused on Performance
Measuring Language Proficiency
Providing Feedback to Learners

29. “Learner uses familiar words and phrases on
familiar tasks, topics, and activities.” (NH)
“Learner uses words & expressions from a
wide range of topics and begins to use
expanded vocabulary within a topic. “ (IM)

30. “Learner uses memorized words, lists,
phrases and occasional sentences.” (NM)
“Learner uses connected sentences to
narrate in different time frames or describe
and explain. “ (IH)

31. “Learner makes errors* and some errors may
interfere with communication. Accuracy
decreases when learner attempts to create
with language.” (NH)

32. Got Questions?

33. MORE QUESTIONS
Showcase (Assessments, Rubrics, etc.)
showcase@kwla-online.org
Showcase (Regional Registration)
YOUR Regional Director
Proficiency, Standard, Teaching
Jacqueline.VanHouten@education.ky.gov