Authentic Texts Essential Questions Language Functions
MOTIVATION TO COMMUNICATE Interesting Content Good Questions SKILLS TO PRACTICE Language Functions MODELS TO REPLICATE Authentic Texts
Critical Thinking Engagement Open-ended No single right answer Creativity Provocative Fun New Ideas Can be revisited For all students Personalization Differentiation Can be discussed in the TL Relevance Expand students understanding of themselves in relation to their community and world
FRENCH LEVEL ONE NOVICE RANGE UNIT ONE UNIT TWO UNIT THREE UNIT FOUR UNIT FIVE AP (IB, KEYS TO PLANNING, etc) THEME Personal/Public Identities Contemporary Life/ Beauty & Aesthetics Families and Communities Global Challenges Science & Technology ESSENTIAL QUESTION How do my family, friends, and where I live influence my free time activities? How can meals be healthy and creative? What makes a city special? How green is my lifestyle? Who are the explorers? (Leisure Activities w/family, Friends) (Healthy Foods) (Cities) (Daily Routines) (Famous People) FUNCTIONS AUTHENTIC TEXTS
FRENCH LEVEL ONE NOVICE RANGE Fa UNIT ONE UNIT TWO UNIT THREE UNIT FOUR UNIT FIVE AP (IB, KEYS TO PLANNING, etc) THEME Personal/Public Identities Contemporary Life/ Beauty & Aesthetics Families and Communities Global Challenges Science & Technology ESSENTIAL QUESTION How do my family, friends, and where I live influence my free time activities? How can meals be healthy and creative? What makes a city special? How green is my lifestyle? Who are the explorers? (Leisure Activities w/family, Friends) (Healthy Foods) (Cities) (Daily Routines) (Famous People) FUNCTIONS AUTHENTIC TEXTS Family tree/photo/video Sports, MJC schedules in different regions, sports news, journal/calendar entries*
TOP TEN FUNCTIONS AND RELATED TASKS Expressing hopes and dreams, future plans Asking and responding to questions Maintain a conversation in person & virtually Present information orally for an audience Describing people, places, things, how and how well Expressing feelings and emotions Present information in writing for an audience Telling and retelling stories Expressing preferences and opinions Interpret authentic oral, written, visual texts
FUNCTION NOVICE INTERMEDIATE ADVANCED Describing people, places, things, how and how well Give a description using one or two short adjectives or adverbs Give a basic description & make simple comparisons using frequently used adjectives and adverbs Give more detailed descriptions including comparatives, contrasts, and superlatives Give detailed descriptions using a variety of precise adjectives and adverbs Give detailed descriptions using a wide variety of precise adjectives and adverbs RELATED LANGUAGE FUNCTIONS Analyze Categorize Classify Clarify Compare Contrast Count Define Describe Describe physical characteristics Describe the weather Differentiate Edit Evaluate Explain Give biographical information Give examples Identify Illustrate Infer interpret Label List Locate Name Paraphrase Present Rephrase Restate Rewrite Summarize
FRENCH LEVEL ONE NOVICE RANGE UNIT ONE UNIT TWO UNIT THREE UNIT FOUR UNIT FIVE AP (IB, KEYS TO PLANNING, etc) THEME Personal/Public Identities Contemporary Life/ Beauty & Aesthetics Families and Communities Global Challenges Science & Technology ESSENTIAL QUESTION How do my family, friends, and where I live influence my free time activities? (Leisure Activities w/family, Friends) How can meals be healthy and creative? (Healthy Foods) What makes a city special? (Cities) How green is my lifestyle? (Daily Routines) Who are the explorers? (Famous People) FUNCTIONS Expressing preferences/opinions (likes/dislikes) Identifying Asking & responding to questions Stating day, date, season Describing healthy, unhealthy meals Asking & responding to questions Expressing preferences Asking and responding to questions about places in the city Describing places in the city Expressing opinions Expressing feelings, emotions Expressing daily routines Sequencing Telling a story Asking/Giving biographical information AUTHENTIC TEXTS
Tips for searching for authentic texts Look for texts that address the essential question of the unit and allow students to work on the language functions of the unit. Do a google search using possible words, phrases in the target language. Search images and videos first (especially for novice learners). S Become a fan of Pinterest Google Images
Selecting authentic texts: Considerations Edit the task, not the text.
Scaffolding techniques enable students to: Understand the target language and engage with the content Accomplish tasks they would be unable to do on their own Because scaffolding is temporary, teachers need to: Provide just the right amount of support to make the language and content comprehensible Be demanding enough to ensure that learners engage in higherorder cognitive skills Roy Lyster (McGill University), Immersion Conference Plenary Oct. 2014 Donna.clementi@gmail.com WAFLT 2017 13
Before Reading: Prediction write their prediction(s) about contents of the article: share what they have written with partners.
During reading Learners read the actual article and compare to their predictions. Read in pairs to understand the text. Identify the main idea(s). Add details.
Elaborate, make connections to self, other experiences, the world Ask questions Construct a summary of the text.
INTERPRETIVE MODE (LISTENING, READING, VIEWING) Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. NOVICE INTERMEDIATE ADVANCED I can identify the general topic and some basic information in very familiar and everyday contexts I can recognizing practiced or memorized words, phrases, and simple sentences NOVICE LOW Identify memorized or familiar words supported by gestures or visuals NOVICE MID Identify some basic facts from memorized words and phrases supported by gestures or visuals NOVICE HIGH Identify/ understand the topic and some isolated facts or elements from simple sentences; familiar questions and statements from simple sentences. I can understand the main idea and some pieces of information on familiar topics from sentences and series of connected sentences INTERMEDIATE LOW Identify the topic and related information from simple sentences Identify the main idea INTERMEDIATE MID Understand the main idea and key information INTERMEDIATE HIGH Follow the main message or main story and actions in various time frames in straightforward, and sometimes descriptive, paragraph-length Understand the main idea and flow of events expressed in various time frames i I can understand the main message and supporting details on a wide variety of familiar and general interest topics across various time frames from complex, organized texts ADVANCED LOW ADVANCED MID ADVANCED HIGH Identify the underlying message and some supporting details across major time frames follow the main story or message and some supporting detail across major time frames Understand the main and underlying message and most supporting details, follow the main story and some supporting details across major time frames follow the flow of ideas and some nuances from different viewpoints, and infer meaning from complex language on unfamiliar, abstract topics
INTERPERSONAL MODE (CONVERSATION) Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. NOVICE INTERMEDIATE ADVANCED I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions. I can communicate in spontaneous spoken, written, or signed conversations on both very familiar and everyday topics, using a variety of practiced or memorized words, phrases, simple sentences, and questions. I can maintain spontaneous spoken, written, or signed conversations and discussions across various time frames on familiar, as well as unfamiliar, concrete topics, using series of connected sentences and probing questions. NOVICE LOW I can *provide information by answering a few simple questions on very familiar topics *express some basic needs *express basic preferences or feelings using practiced or memorized words and phrases, with the help of gestures or visuals. NOVICE NOVICE MID HIGH I can *request and provide information by asking and answering a few simple questions on very familiar and everyday topics, *express basic needs related to familiar and everyday activities *express my own preferences or feelings and react to those of others using a mixture of practiced or memorized words, phrases, and questions. I can *request and provide information by asking and answering a practiced and some original questions on familiar and everyday topics *interact with others to meet my basic needs related to routine everyday activities *express, ask about, and react to preferences, feelings, or opinions on familiar topics using simple sentences most of the time and asking questions to keep the conversation on INTERMEDIATE LOW I can *request and provide information in conversations on familiar topics *interact with others to meet my basic needs in familiar situations *express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics by creating simple sentences and asking appropriate follow-up questions. INTERMEDIATE INTERMEDIATE MID HIGH I can *exchange information in conversations on familiar topics and some researched topics *interact with others to meet my needs in a variety of familiar situations *exchange preferences, feelings, or opinions and provide basic advice on a variety of familiar topics creating sentences and series of sentences and asking a variety of follow-up questions. I can *exchange information in conversations and some discussions on a variety of familiar and some concrete topics that I have researched *interact with others to meet my needs in a variety of situations, sometimes involving a complication *explain preferences, opinions, and emotions and provide advice on a variety of familiar and some concrete topics that I have researched using connected sentences that may combine to form paragraphs and asking a variety of questions, often across various time frames. ADVANCED LOW I can exchange information and ideas in discussions on a variety of familiar and concrete academic and social topics I can interact and negotiate to resolve an unexpected complication that arises in a familiar situation I can maintain conversations by providing explanations and comparisons of preferences, opinions, and advice on familiar and concrete academic and social topics using a few simple paragraphs across major time frames. ADVANCED MID I can maintain discussions on a wide variety of familiar and unfamiliar concrete topics of personal and general interest, and sometimes academic, social or professional topics by using probing questions and providing detailed responses across major time frames. I can Interact and negotiate to resolve an unexpected complication that arises in a familiar situation providing detailed explanations and offering a variety of resolutions across major time frames. I can maintain extended conversations by supporting, reacting to, and comparing preferences and opinions and expressing advice and emotions in detail across major time frames, and by asking probing questions. ADVANCED HIGH I can discuss and sometimes debate a variety of complex concrete and some abstract academic, social and professional topics and often deal with related issues hypothetically, suing precise questions and explanations. I can interact and negotiate to resolve an unexpected complication in a situation that is generally unfamiliar. I can discuss, support, and sometimes debate opinions and advice on a variety of complex concrete topics, often addressing hypothetical or abstract issues, and asking precise questions.
http://www.bonjourdefrance.com/ https://www.actfl.org/sites/default/fil es/reports/assigning_cefr_ratings_ To_ACTFL_Assessments.pdf http://www.1jour1actu.com/ https://www.iletaitunehistoire.com/
http://www.nachrichtenleicht.de/ https://www.deutschland.de/de https://www.zdf.de/kinder/logos http://blinde-kuh.de/aktuell/ https://www.veintemundos.com/en/library/ http://www.elmundo.es/aula/laminas.html https://www.superpop.es https://issuu.com/delearteemcampos
CRITERIA Word Recognition Main Idea Detection Supporting Detail Detection Exceeds Expectations Accomplished Comprehension Identifies all key words appropriately within context of the text. Identifies the complete main ideas(s) of the text. Identifies all supporting details in the text and accurately provides information from the text to explain these details. Meets Expectations Strong Comprehension LITERAL COMPREHENSION Identifies majority of key words appropriately within context of the text. Identifies the key parts of the main ideas(s) of the text but misses some elements. Identifies the majority of supporting details in the text and provides information from the text to explain some of these details. Meets Expectations Minimal Comprehension Identifies half of key words appropriately within the context of the text. Identifies some part of the main idea(s) of the text. Identifies some supporting details in the text and may provide limited information from the text to explain these details. Or identifies the majority of supporting details but is unable to provide information from the text to explain these details. Does Not Meet Expectations Limited Comprehension Identifies a few key words appropriately within the context of the text. May identify some ideas from the text but they do not represent the main idea(s). Identifies a few supporting details in the text but may be unable to provide information from the text to explain these details.
INTERPRETIVE COMPREHENSION Identifies the organizational feature(s) of the text; rationale misses some key points. Organizational Features Identifies the organizational feature(s) of the text and provides an appropriate rationale. Identifies in part the organizational feature(s) of the text; rationale may miss some key points. Or, identifies the organizational feature(s) but rationale is not provided. Attempts to identify the organizational feature(s) of the text but is not successful. Guessing Meaning from Context Infers meaning of unfamiliar words and phrases in the text. Inferences are accurate. Infers meaning of unfamiliar words and phrases in the text. Most of the inferences are plausible although some may not be accurate. Infers meaning of unfamiliar words and phrases in the text. Most of the inferences are plausible although many are not accurate. Inferences of meaning of unfamiliar words and phrases are largely inaccurate or lacking. Inferences (Reading/Listening/ Viewing Between the Lines) Infers and interprets the text s meaning in a highly plausible manner. Infers and interprets the text s meaning in a partially complete and/or partially plausible manner. Makes a few plausible inferences regarding the text s meaning. Inferences and interpretations of the text s meaning are largely incomplete and/or not plausible. Author s Perspective Identifies the author s perspective and provides a detailed justification. Identifies the author s perspective and provides a justification. Identifies the author s perspective but justification is either inappropriate or incomplete. Unable to identify the author s perspective. Cultural Perspectives Identifies cultural perspectives/norms accurately. Provides a detailed connection of cultural products/practices to perspectives. Identifies some cultural perspectives/norms accurately. Connects cultural products/practices to perspectives. Identifies some cultural perspectives/norms accurately. Provides a minimal connection of cultural products/practices to perspectives. Identification of cultural perspectives/norms is mostly superficial or lacking. And/or connection of cultural practices/products to perspectives is superficial or lacking.