an elementary l2 exploratory program: how we do it all bonny einstein french & russian in the...
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An Elementary L2 Exploratory Program:
How We Do It All
BONNY EINSTEINFrench & Russian in the Elementary School
North Colonie Central Schools -- Shaker High School
445 Watervliet--Shaker RoadLatham, NY 12110d
Goals of Round Table
Provide overview of our program.
Demonstrate communicative class using cultural artifacts.
Demonstrate interactive formative assessment that has students own their learning.
Provide example of summative assessment of cultural artifacts (SLO Post-Test).
Network!
Impact to Articulation
Prior to implementing the 5th & 6th grade exploratory program, we had exploratory in 7th grade.
Previous program restricted students to exploring only 2 languages—one language a semester.
Since implementation of 5th & 6th grade program, 7th grade has become a full year program. It provides a strong foundation for 8th grade—which is still called Level 1.
Impact to Articulation
We now have 4 world languages 7-12—with college credit in grades 11 and 12. (Three years of Latin.)
Traditionally NY State Proficiency Exam – 8th Grade; NY Regents Exam—10th Grade
North Colonie continues the rigor of the pre-existing state assessments.
Barriers We Overcame: Pre-Common Core
6 Elementary Schools
4 World Languages: French, German, Russian & Spanish
Only 2 Full-Time Positions Were Budgeted
Each Grade Level has 3 Classes Each (24-30 Students/Grade)
Limited Time in Elementary Schedule
Limited Space in Elementary Buildings
WORKING SOLUTIONS
2 Languages per Teacher (Russian/French & German/Spanish)
Formal Implementation across 5th & 6th Grade
6-week Rotating Schedule Allows for 30 Days per Language per School
Tied to Social Studies Curriculum
Power Standards (Leverage & Endurance)
CONSIDERATIONS
The 2 Traveling FL Teachers are Isolated from the FL Department and from Each Other.
Physical Space Arrangements for FL Teachers’ Desk, Chair, & File Cabinets continue to be Problematic.
FL Teacher Must Move from Room to Room Rapidly with No Scheduled “Passing Time”
Creation of Curriculum, Assessment & Grading of Students
Push-In Scheduling of Grades 1-4
How We Do It
Supervisor Meets with Us on Ad Hoc Basis
Curriculum Development is Ongoing and Adaptive
We Continue to Teach our 5th & 6th Grade Schedules while Post-Testing and Moving to New Building
Our Photocopying is Done in Bulk at the High School.
Our Materials are Moved on our Carts the Penultimate Day of the Program
We Award Conduct and Effort Grades
Sample Rotation Schedule
Sample Lesson: Ivan IV
Formative Assessment is built into the lesson.
Demand 100% Participation (TPR/Gestures)
Demand Head in the Game (No Excuses/Best Effort/Great Attitude)
Alert for Teachable Moments
Communicative Tasks Continuously Cycled
Cultural Artifacts
SummativeAssessment = SLO
30 Questions for Post-Test
10 Listening Comprehension
10 High Impact Cognates
10 Cultural Artifacts
Cultural Artifact - Literal
Which Russian cultural artifact is pictured here?
Cultural Artifact–Figurative
Bibliography
Archived Regents Exams: http://www.nysl.nysed.gov/regentsexams.htm
P21 for World Languages = http://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf
http://rubistar.4teachers.org
Bibliography Continued
The National Network for Early Language Learning = http://www.nnell.org
http://russiapedia.rt.com
My website: http://www.teacherweb.com/NY/ShakerJuniorHighSchool/MrsEinstein/apt1.aspx
Quia.com
http://www.awesomestories.com