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

according2einstein@gmail.com

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