Part IProficiency 101 - - - - - - - - - - - - Overview of the

NCSCSSummer Institute (SI) 2012

Part I Objectives

By the end of Part I, I will be able to:

• Explain how the Standard Course of Study (SCS) impacts all K-12 educators as every content area implements new standards.

• Describe the structure of my district’s World Language Program based on the North Carolina World Language Essential Standards.

New Standard Course of Study (SCS)

Common Core State Standards

English Language Arts

* Literacy Standards for History/Social Studies, Science, and Technical Subjects

Mathematics

North Carolina Essential Standards

Arts Education

*English Language Development

*Guidance

Healthful Living

*Information and Technology

Science

Social Studies

World Languages* Common Core Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.

1.How do World Languages prepare students to be future ready?

2.How do World Languages connect to other content areas?

3.What are the implications for meeting the needs of all learners as related to World Languages?

North Carolina World Language Essential

StandardsK-12

Classical Languages

Ancient Greek, Latin, and classical

studies

K-12 Dual & Heritage

Languages

Dual Language/ Immersion Programs

Heritage Language

Courses I-II

K-12 Modern

Languages

Alphabetic

Logographic

Visual

Statewide implementation in 2012-2013

Structure of the WLESWLES

CLL strand

ES #1

2-5 COs

ES #2

2-5 COs

ES #3

2-5 COs

ES #4

2-5 COs

COD strand

CMT strand

Activity: WLES Press Release – 1 of 2

1. Outline your district/charter’s World Language program offerings using the cloze media form at http://tinyurl.com/SI2012WLPressRelease

2. Read NPR’s “This I Believe” essays for your program(s):

– Classical Languages Credo Latinae

– Dual & Heritage and/or Modern LanguagesTravel and Learn Another Language

A set of principles for curriculum

development that applies to the general

education curriculum to promote learning

environments that meet the needs of all

learners.

Universal Design for Learning (UDL)

Recognition NetworksThe "what" of learning

How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

Strategic NetworksThe "how" of learning

Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

Affective NetworksThe "why" of learning

How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

UDL Principles

Principle1:Representation

Principle 3:Engagement

Principle 2:Action and Expression

NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

1.How do World Languages prepare students to be future ready?

2.How do World Languages connect to other content areas?

3.What are the implications for meeting the needs of all learners as related to World Languages?

Activity: WLES Press Release – 2 of 2

3. Connect this information to other content areas, with a focus on literacies.

4. Finish with a strong statement (ex. spotlighting the SBE’s mission and goals to graduate globally prepared students).

5. As time allows, brainstorm a list of local media outlets that you could share your press release with for distribution to your community.

Part I ReflectionPlease respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can explain how the Standard Course of Study (SCS) impacts all K-12 educators as every content area implements new standards.

2. I can describe the structure of my district’s World Language Program based on the North Carolina World Language Essential Standards.