Interconnected Lessons to Support and Develop Proficiency

Organizer and Reflection

Instructions:
Fill in the sections of this organizer with your learning and reflections based on the prompts.

Learning Objectives:
By the end of this presentation, students will:
● Explore examples of what language learners can do across the ranges of proficiency
● Identify realistic proficiency expectations in order to plan range-appropriate tasks
● Consider the development of language proficiency and cultural competence through authentic settings and materials
● Use models to develop interconnected lessons

Section/Topic Learning Prompt Learning Response Reflection Prompt Reflection Response

1. The CA World You know the Practiced words, phrases, and How does For my novice students I am
Languages organization of our CA simple sentences (N). understanding text conscious of real
Standards Standards. The focus Sentences, and string of types impact the world/common language use,
on standards in this sentences (I). Paragraph level language you plan making sure that vocabulary
section is on text discourse (A). Text type is the for and the learners and terms are used and or
types across the building blocks of language on you work with? recognized by spanish
proficiency ranges. top of context and content of speakers globally, and
What is a text type? the learning materials. Having acknowledging if the term is
What does text type text that students can not.
have to do with understand builds towards
proficiency ranges. proficiency.

2. What can Take a look at slide 12 The novice learner How can you use I should have adequate
learners DO in titled ‘What Learners understands text that they can knowledge of what expectations from my novice
each mode of Can Do: Interpretive look over repeatedly. The your language learners. Provide language
communication? Communication’. What intermediate learner can act learners can do to: that they can gain
is the difference in on what is being said. The 1. Inform understanding of without
language demands advanced learner can form planning and expecting them to act on it.
between sorting and express their own assessment?
scheduled events of a opinions about information 2. Communicat
day at a summer camp given. e realistic
 (Novice), following expectations
directions to do a to students,
science experiment parents,
(Intermediate), and admin, etc.?
following a political
story (Advanced)?
Hint: Think building
blocks of language (:

3. Authentic How does the use of Authentic resources not only Where do you go to Internet sites and books made
Settings authentic resources help learners rich, and not find authentic by native speakers for native
and Materials: help develop authentic watered down language so resources (be speakers.
The Foundation language? that they will interact with the specific)?
of language that native speakers My novice learners need
Language How does the use of use. More importantly they How can you use scaffolding for authentic
Proficiency and authentic resources contain the products, the same resources materials. One way to guide
Cultural help to develop practices, and can even infer for different novices is by using charts
Competence cultural competence? the perspectives of native proficiency ranges? they can use to fill in word
people. and phrase assignment
requirements.

4. How can we How do the scaffolds Scaffolding for novices is How are the modes These modes include
incorporate (organizers, charts, focused on matching the modeled in this formative assessment within
deeper culture etc.) support students material information to the section connected the scaffolded worksheets
through in the interpretive, chart and organizers. Novices so that what and practiced and memorized
interconnected then in the investigate familiar everyday students do in each words, phrases, and
lessons? interpersonal, then in practices and products. mode builds toward sentences.
the presentational? their success in the
next?