New Jersey World Languages Curriculum Framework

New Jersey
World Languages Curriculum Framework

Arts Framework Cover

NEW JERSEY STATE DEPARTMENT OF EDUCATION - WINTER 1999

C U R R I C U L U M
F R A M E W O R K

NEW JERSEY
WORLD LANGUAGES
CURRICULUM FRAMEWORK A Document in Support of the
Core Curriculum Content Standards
for World Languages

CHRISTINE TODD WHITMAN
Governor

LEO KLAGHOLZ
Commissioner of Education

ELLEN M. SCHECHTER
Assistant Commissioner
Division of Academic and Career Standards

JAY DOOLAN
Director
Office of Standards and Professional Development

JANIS JENSEN
World Languages Coordinator

IRIS NAGLER
Framework Project Coordinator

January 1999
PTM #1500.48

Permission is granted to duplicate this document for educational purposes.
Please acknowledge the New Jersey Department of Education.

YOUR FEEDBACK IS ENCOURAGED!

The New Jersey World languages Curriculum Framework, like the standards themselves, is intended to be a "living" document, subject to periodic review and revision. Comments and suggestions regarding the Framework should be submitted to the New Jersey State Department of Education (Attention: World Languages Coordinator).

New Jersey State Board of Education

Keyword Search on the World Languages Framework

TABLE OF CONTENTS

toc.pdf 218kb PDF	Cover Table of Contents Preface Vision: A New Beginning for World Languages In New Jersey Acknowledgements
chap1-4.pdf 572kb PDF	Introduction to the New Jersey World Languages Curriculum Framework Historical Perspective Overview and Organization Chapter 1: RATIONALE FOR THE STUDY OF WORLD LANGUAGES Benefits of World Language Study World Languages at the Elementary Level: The Optimum Starting Point Chapter 2: THE ESSENTIAL COMPONENTS OF AN EFFECTIVE WORLD LANGUAGE PROGRAM Language Acquisition for ALI Students Communicative Proficiency: The Characteristic of Proficiency- Based Instruction Articulation: The K-12 Continuum The Student-Centered, Authentic Classroom The Interdisciplinary Connection Cross-Content Workplace Readiness and Systems Thinking Summary of the Essential Components of an Effective New Jersey World Language Program Chapter 3: RESTRUCTURING THE LEARNING ENVIRONMENT Scheduling and Restructuring the School Day Staffing Options Other Models Instructional Materials The Role of Technology Chapter 4:LINKING THE STANDARDS AND FRAMEWORK TO CURRICULUM DEVELOPMENT The New Jersey Core Curriculum Content Standards and Indicators for World Languages Developing District Curriculum
chap5-8.pdf 503kb PDF	Chapter 5: THE IMPLEMENTATION PROCESS World Languages in the Elementary School World Languages in the Secondary School Multiple Entry Points Choice of Languages The Classical Languages The Less Commonly Taught Languages The Role of Grammar Chapter 6: RETHINKING ASSESSMENT A New Paradigm Key Components of Assessment Assessment Alternatives Assessment Rubrics Local Assessment State Assessment Chapter 7: INSTRUCTIONAL STRATEGIES AND STUDENT LEARNING CHARACTERISTICS Instructional Strategies Student Learning Characteristics and Learning Styles Chapter 8: PROFESSIONAL EDUCATORS/ LIFELONG LEARNING Professional Development Teacher Preparation
chap9-10.pdf 519kb PDF scenariok-4.pdf 334kb PDF scenario5-8.pdf 341kb PDF scenario9-12.pdf 396kb PDF	Chapter 9: THE EFFECT OF THE WORLD LANGUAGES STANDARDS AND FRAMEWORK ON THE NEW JERSEY COMMUNITY Students Teachers Administrators Parents Business Community College and University Programs Chapter 10: LEARNING SCENARIOS Introduction to the Learning Scenarios Description of the Scenario Format Thematic Grade Level Index The Scenarios K-4 Scenarios 5-8 Scenarios 9-12 Scenarios Thematic Scenarios K-4 through 9-12
chap11-12.pdf 562kb PDF	Chapter 11: K-12 WORLD LANGUAGE PROGRAMS IN CURRENT PRACTICE Springfield, Massachusetts Culver City, California Elmhurst, Illinois Ferndale, Michigan A K-12 Program in Eastern Connecticut Model Early Foreign Language Programs 1998 (CAL) Chapter 12: INSTRUCTIONAL ADAPTATIONS FOR STUDENTS WITH DIVERSE NEEDS *Part One - Adaptations for Students with Disabilities* Introduction Descriptions of Adaptations Sample Adaptations References Part Two: Adaptations for Exceptionally Able (Gifted) Learners . 215 Introduction Adaptation Strategies Types of Adaptations References
append.pdf 493kb PDF	APPENDICES Appendix A: ACTFL GUIDELINES ACTFL Performance Guidelines for K-12 Learners (Figure 1) Appendix B: ASSESSMENTS General Information Assessment Profile (Figure 2) Ideas for Exhibitions and Projects (Figure 3) Student Portfolio Artifacts (Figure 4) Sample Assessment Rubrics Generic Rubrics for World Language Tasks (Figure 5) Assessing the Quality of Portfolios (Figure 6) Rating Scales (Figure 7) Example of a Holistic Rating Scale (Figure 7A) Example of an Analytic Rating Scale (Figure 7B) Rubrics for Assessment of American Sign Language (Figure 8) Expressive Skills (Figure 8A) Receptive Skills (Figure 8B) Oral Activity Self-Evaluation (Figure 9) Oral Report Assessment (Figure 10) Story Evaluation (Figure 11. Expressing a Point of View (Figure 12) Story Retelling Checklist: Self-Assessment (Figure 13) Sample District and State Assessment Models (Figures 14-23) Appendix C: Methodology for Innovative Instruction in K-12 World Language Programs Natural Approach (Figure 24) Password/Language Ladders (Figure 25) Gouin Series (Figure 26) Dialogue Journals (Figure 27) Total Physical Response (TPR) (Figure 28) TPR Storytelling (Figure 29) Interviews (Figure 30) Cloze (Figure 31) Continuums (Figure 32) Interactive Language Tasks (Figure 33) Cultural Presentations (Figure 34) The Learning Cycle (Figure 35) Read and Retell (Figure 36) Literature, History, and Storytelling (Figure 37) Cooperative Learning (Figure 38) Brainstorming (Figure 39) Problem Solving (Figure 40) Reflective Thinking (Figure 41) Field Experience (Figure 42) Free Writing (Figure 43) Appendix D: Instructional Strategies Strategies for Students with Diverse Talents Planning for Multiple Intelligences in the Classroom (Figure 44) Multiple Intelligences Grid of Ideas (Figure 45)Planning Model Using Bloom's Taxonomy (Figure 46) World Languages and Bloom's Taxonomy (Figure 47) Strategies for Exceptionally Able (Gifted) Students Strategies for Exceptionally Able Students (Figure 48) Strategies for Students with Specific Learning Needs Considerations for Meeting Specific Learning Needs in Skill and Instructional Areas (Figure 49) Appendix E: Graphic Organizers (Figures 50-58) Appendix F: Key Terms for Teacher Preparation Model Methods Course: Elementary Level (Figure 59) Model Methods Course: Secondary Level (Figure 60) Appendix G: Cross-Content Workplace Readiness and Systems Thinking Illustrations of the Interdisciplinary, Systems Thinking Approach
glossrefres.pdf 776kb PDF	GLOSSARY REFERENCES TEACHER RESOURCES