HomeMy WebLinkAboutLang B Proposal BOT 04-14-14MYP Language B Acquisition proposal for the
academic year 2014 -2015
Proposal items •,J
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• Language scheduling by
• Extet'nrrf test MAPPL
• Determination DP
Fie Language S Team Recommendations
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MYP Language B Acquisition proposal for the
academic year 2014 -2015
Milr Proposal items
• Language schedulrng by
• FN test - AAPPC
• letermrnatron DP
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Proposal items
Language scheduling by
External test - AAPPL
Determination DP
hases
Assessment
criteria rubrics
Determining placement in the
appropriate phase is informed by
using the following data:
-language acquisition continuums:
• listening and speaking,
• viewing and interpreting,
• reading comprehension
• & writing
- MYP language acquisition global
proficiency table
- AAPPL test results
The Language B team proposes a schedule that reflects teaching
by in accordance with IB requirements:
Phases in language learning:
• Teaching and learning in the language acquisition subject group is
organized into phases.
• The phases do not correspond to particular age groups or MYP years.
• A phase is a level of development in the language by a student at a given
time.
• The targets for learning language engage students in productive,
receptive and interactive processes of oral, visual and written
communication.
• Teachers will need to decide the most suitable phase in which to place
individual students (MYP Language Acquisition Guide, p18)
Phases in Language Learning: Spanish
The Language B Team are
recommending that:
• Students are grouped by
phase development (Table
1) and individual teachers
take up to six classes
highlighted.
• Students with no prior
knowledge of the
language would be placed
in phase 1.
Table 1: Scheduling of Spanish teachers
by phase development
MYP Yr 1
(Gr6)
1
1
1
Martha
Barraza
MYP Yr 2
1
2
2
1
MYP Yr 3
1
2
2
2
2
MYP Yr 4
2
2
3
3
MYP Yr 5
3
' 3
4/5
Andrea Ragnow
Veronica Co rrubias
Pattie Salazar
Phases in Language Learning: French
Students would be
given the option to
take French in Grade
7 (Table 2).
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Table 2: Scheduling of French teacher
by phase development and predictions
to end of academic year in 2016
IMP Yr2
1
MYP Yr3
1
2
MYP Yr4
2
3
MYP' YrS
3
4
ela
IMP •'
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Credit labeling
Phase name aligns
with credit labels for
academic transcripts
(Table 3)
Table 3: Credit labeling
alignment with phases
Credit
Phase
Spanish 1
1/2
Spanish 2
3
Spanish 3
4/5
Spanish 4
DP1
Spanish 5
DP2
The Language 8 Team Recommendations
All students from Grades 5 -11 be given a placement test to
determine which phase placement.
This test would be an external tool from AAPPL ACTFL
Assessment of Performance Toward Proficiency in
Languages (http://aappl.actft.org/)
-Cost: The cost is $20 per student per year x 246 = approx
$5000.00
-The test takes two weeks to score
-Test results to be aligned with the learning expectations at
the end of each phase.
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•.40. AAPPL
THE ACTFL ASSESSMENT OF PERFORMANCE
TOWARD PROFICIENCY IN LANGUAGES
The domains below to be tested align
with the IB continuums.
Performance
Level
Interpersonal --
Listening /Speaking
Presentational
Writing
interpretative
Listening
Interpretative
Heading
Novice
About self, school,
time
Email about self,
activities, time
Picture
symbols,
classroom jobs,
weather
Apps related to
Food, family, jobs
Intermediate
About the music,
places, activities
Email the school
day, making
introductions
Houses and
homes, famous
people,
Headings,
candidates,
promoting a
museum
Advanc cd
About school, holidays
Wiki building about
summer, outside
activities
Folk music,
podcasts
Social problems,
DVDs
MYP
DP
Phasc 1
Ab initio
Phase 2
Ab initio
Language B SL
Phase 3
Language B SL
Phase 4
Language B HL /SL OR can move to Ab initio in a third
language
Phase 5
Language B IIL /SL
Language A: Literature SL
Language A: Language and Literature SL
Phase 6
Language A: Literature SL /HL
Language A: Language and Literature SL /HIJ
itiathways
Placement
Assessment
Criteria
Rubrics
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