Foreign+Language

World Language Data Team Virtual Meeting: September 2, 2010 (Beth Ramey, Nick Kitterman and Deanna Paglia)


 * Wonderful World Language (Spanish and French)**
 * Focus:** Students will be able to apply rules for spelling to correctly spell words from chapters 1 and 2 for emerging bilinguals. Simultaneous bilingual students who are currently enrolled in Spanish for Spanish Speakers will focus on mastering problematic sounds in orthography i.e., b and v, ll and y, c, s and v.


 * Priority Standard:** Standard 4: Students will develop insights into the nature of language and culture.

Students will complete a dictation, in which they will spell out 15 words or phrases focusing on specific language patterns. (ex: two l’s, accents, separation of words). Prompt: I will read some words or phrases aloud to you. Please spell them out on your paper. I will repeat each word or phrase three times.
 * Pre-assessment for emerging bilinguals:**

Students will complete a dictation that is comprised of 10 words that share similar sounds but that are spelled with different letters. Prompt: I will read the dictation three times. The first time students will just listen. The second time students will write what is being dictated to them and the third time students will check what they wrote.
 * Pre-assessment for simultaneous bilinguals (Spanish for Spanish Speakers):**

Students will be graded on a three point scale:
 * Rubric:**
 * One:** Lowest level. Spelling is phonetically based. No use of accent marks.


 * Two:** Some application of spelling rules. Uses accent marks, but they may be incorrectly placed. (For French, Spanish spelling of French words)


 * Three:** Correct spelling. Uses all accent marks and spelling rules correctly.

Pre-assessment will be given by Friday September 3, 2010.
 * Timeline:**

DATA: Spanish 1

Kitterman 67 44% 29% 25% Ramey 20 15% 70% 15%

Nick : The percentage of Spanish 1 students scoring a three or higher in the spelling of words with accent marks will increase from 25% to 40% by the end of the quarter as measured by a spelling test administered on October 4th. Beth: The percentage of Spanish 1 students scoring a three or higher in the spelling of words with accent marks will increase from 15% to 70% by the end of the quarter as measured by a spelling test administered on October 4th.
 * Smart Goal:**

The data indicates that the vast majority of the students need to practice spelling words that have the same sounds (specifically the contrast between the y and ll, the c, s and z, the b and v and the silent h).
 * Smart Goal: Data from dictation for simultaneous bilinguals (Spanish for Spanish Speakers)**
 * **Score: 1** || **Score: 2** || **Score: 3** ||
 * 81% || 19% || 0% ||

By October 4th, 75% of the students will have a score of 2 or 3 according to the rubric. The first spelling quiz will only focus on the correct use of the silent "h."

1. Emphasize spelling and accent marks when introducing new vocabulary. 2. Explicitly teach rules for adding accent marks to words. 3. Work on adding accent marks to words with class as a group (I do/We do). 4. (You do) Give students words to add accents to on their own. After this, students will spell words on their own. 5. Have students edit words for spelling. 6. Whiteboard competitions among students 7. Crossword puzzles 8. Play hangman
 * Instructional Strategies (Ramey, Kitterman & Paglia):**


 * Results Indicators (Ramey & Kitterman)**

1. Teacher will ask students where accents are placed in words. Students will respond with the correct letter. 2. Teacher will intentionally leave out or misplace accents (during group exercises and in written work). Students will correct the teacher on the spelling. 3. Teacher will emphasize the placement of an accent when introducing new vocabulary. Students will repeat and write the accent in their notes.

1. Teacher will ask students whether or not a certain word is spelled with an **H**. Students will respond with si o no. 2. Teacher will intentionally leave out the h (during warm-ups/written-work (you-do) and group work (we-do). Students will correct the teacher on the spelling. 3. Teacher will emphasize what words require an H and which words do not when introducing new vocabulary (students will have to learn what the words mean and memorize the correct spelling since there are not any rules for this). Students will practice writing the correct spelling of these words.
 * Result Indicators for Spanish for Spanish Speakers** (Paglia)


 * Summative assessment (Ramey & Kitterman)**

The final exam a spelling quiz given on October 1st over the following words after the warm-up:

1. Cómo 2. Cuál 3. Dónde 4. Quién 5. Qué 6. Señora 7. Mañana 8. Teléfono 9. Tú 10. Él 11. Está 12. Otoño 13. miércoles 14. dieciséis 15. estás

**Summative assessment for Spanish for Spanish Speakers (Paglia)**

**The final "silent H" spelling quiz will be given on October 4 on the following words after the warm-up.**

1. Hoy 2. Humo 3. Hay 4. Hacer 5. Huesos 6. Hora 7. Hormiga 8. Horno 9. Hombre 10. Hijo 11. Hambre 12. Horario 13. Honesto 14. Helado 15. Hermana


 * Results from Summative Assessment**


 * Ramey**
 * Score 0 || Score 1 || Score 2 || Score 3 ||
 * 4% || 4% || 25% || 67% ||
 * Kitterman**


 * Score 1 || Score 2 || Score 3 ||
 * 22% || 34% || 43% ||


 * Paglia**
 * **Score 1** || **Score 2** || **Score 3** ||
 * 5% || 8% || 87% ||

Kitterman's and Paglia's goal was met. Ramey was darn close (one student would have made the difference.) In Ramey's class most students improved to the next level of spelling proficiency. Only one stayed at a score of one, and one student refused to spell the words. Most students are able to spell the words, but some still struggle with placing accents correctly. Kitterman also had many students improve from level one to two, also a success!

In all, the instructional strategies seemed to work. Students are much conscious spelling in assignments. To build we will continue to emphasize accent placement as the year progresses and help students make guides to accent placement. (ex. Flip chart with question words, etc.).

Paglia will continue to teach words that are spelled with the "silent h" as well as begin to focus on words that are spelled with the ll or y as a continuation of focusing on commonly misspelled words due to similar sounds in the Spanish language. Unfortunately, there are no grammatical rules in regards to knowing which letter is used when spelling any certain word. By continuing to point out (through text readings) and practice, students will be able to correctly spell words that they have misspelled in the past.


 * Data Goal 2: Conjugation of -ar and irregular verbs.**


 * Pre-assessment**

Students conjugated the verbs ser and querer for each subject pronoun.

Data was scored based on a point system. 17-22 points out of 22 was considered proficient. 13-17 points is considered partially proficient. 0-12 points is considered developing.
 * Pre-assessment Scores**


 * Score || 22-17 Points || 16-13 Points || 12-0 Points ||
 * Ramey || 56% || .05% || 38% ||
 * Kitterman || 46% || 29% || 25% ||
 * Smart Goal**

The percent of Spanish 1 students scoring a proficient in verb conjugation within a sentence will increase from 55% and 46% to 70% by the end of the semester as measured by a conjugation and sentence quiz December 3rd.


 * Strategies**

Closure (finish a verb) Daily Repetition (warm-ups) Use of colors when conjugating in We Do Ladder game Dice games Whiteboards (writing sentences) Memory game


 * Data Goal 2: Correct spelling of regular verbs in the preterit tense (with accents) (Paglia - Spanish for Spanish Speakers)**


 * Pre-assessment:** Students were given a written quiz where they had to conjugate the verbs using the preterit tense (out of 20)
 * Pre-assessment Scores:** Data was scored on a point system (out of 20). 15-20 was considered proficient. 10-14 is considered partially proficient and 0-9 is considered as developing.

The percentage of students in Paglia's classes scoring proficient in correctly spelling (with the written accent) the verbs in the preterit tense will increase from 24% to 45% by the end of the semester as measured by a quiz where they must correctly spell different regular verbs in the preterit tense. The quiz will be administered on December 3rd.
 * Score || 15-20 || 10-14 || 0-9 ||
 * Paglia || 24% || 31% || 65% ||

1. Cloze activities (conjugating verbs) 2. Daily repetition (warm-ups and extracting verbs from the text) 3. Use of color when writing the accents (daily work and on the white boards)
 * Strategies:**

Paglia's goal was met (but not by much).
 * Data Goal 2 Final Assessment (Paglia)**
 * 20-15 || 14-10 || 9-0 ||
 * 47% || 36% || 17% ||

Data Goal 2 Final Assessment

Students will conjugate the verbs pasear, estudiar and trabajar.

Spring 2011

__Smart Goal__ The percentage of foreign language (French/Spanish) scoring proficient or higher in sentence diagramming will increase from ___% to 60% by__ ___as measured by__ ___administered on____.__ Formative Assessment __Label each word in the sentence with the correct part of speech:__ __Definite Article: DA Preposition : Prep Infinitive : I__ __Verb: V Definite Article: DA Pronoun : P__ __Adjective: adj Noun : N__ __1. Elle aime la musique.__ __2. Je fais les devoirs.__ __3. Le chien est mignon.__ __4. Nous allons à la mer.__ __5. Elles ont un cahier.__ __6. Vous voulez manger.__ Spanish 1 __1. Yo soy simpático.__ __2. Ella baila todos los días.__ __3. Nosotros queremos comer.__ __4. Él va a descansar.__ __5. Tú sales este viernes.__ __6. Ellos hacen la tarea.__

__**Paglia - Spanish for Spanish Speakers**__ Smart Goal __The percentage Spanish for Spanish Speakers students scoring proficient or higher in labeling the parts of speech will increase from__ _% to 60% by _as measured by _administered on March 2.

__Formative Assessment__ Label each word in the sentence with the correct part of speech: Definite Article: DA Preposition : Prep Infinitive : I Verb: V Subject Pronoun : SP Adjective: adj Noun : N Cognate: C__


 * Paglia - Pre-Assessment administered on January 21**

1. Hay gente de ascendencia europea en los paises latinoamericanos

Los sustantivos Los verbos Las preposiciones Los articulos definidos Los articulos indefinidos Los adjetivos

50% of my students scored proficient whereas 50% did not. My goals is to have 80% proficient on the final data assessment on this subject.


 * 0-5 correct || 6-9 correct ||
 * 50% || 50% ||

Label each word with the correct part of speech. A. Hay gente de ascendencia europea en los paises latinoamericanos. Identify the following: The nouns/verbs/prepositions/definite articles/adjectives
 * Formal Assessment**

Smart Goal for French1 The percentage of French 1 students scoring proficient or higher (2-3) in Identification of Parts of Speech will increase from 20% to 60% by the end of the quarter as measured by an Identification Quiz administered on March 2nd.

for Spanish 1 The percentage of Spanish 1 students scoring proficient or higher (2-3) in Identification of Parts of Speech will increase from 16% to 60% by the end of the quarter as measured by an Identification Quiz administered on February 24.

Instructional Strategies

1. Identifying parts in sentences on warm-ups, worksheets, exit tickets, and writing assignments. 2. Teach students definitions of all Parts of Speech. 3. Focus on rules for subject/verb and subject/adjective agreement. 4. Mnemonic devices.


 * Post Assessment Spanish 1** to be administered Monday, February 28th

Parts of Speech-Quiz Label the parts of speech in each sentence. SP: Subject Pronoun IA : Indefinite Article N: Noun Adj. : Adjective V: Verb Prep : Preposition DA : Definite Article 1. Ella es simpática. 2. La mesa está cerca de la silla. 3. Él va a la playa. 4. Yo tengo un bolígrafo. 5. Tú duermes a las ocho.

Label the parts of speech in each sentence. SP: Subject Pronoun IA : Indefinite Article Adj.: Adjective N: Noun HV : Helping verb V: Verb PP : Past participle DA : Definite Article Prep : Preposition 1. Elle est contente. 2. Nous avons un lit. 3. Il a lu le livre. 4. La fenêtre est derrière la porte. 5. Tu prends le poisson.
 * Post assessment French 1 to be administered Monday, February 28th**


 * Post assessment for Spanish for Spanish Speakers administered on February 24, 2011 (PAGLIA)**

Label each word with the correct part of speech. A. La poesia es un genero literario en muchos paises. Identify the following: The nouns/definite articles/indefinite articles/verbs/adjectives/prepositions


 * 0-5 correct || 6-9 correct ||
 * 12% || 88% ||

On the pre-assessment, 50% of my students only got 0-5 of the answers correct and 50% got 6-9 answers correct. On the post/final assessment, 12% of my students got 0-5 answers correct whereas 88% got 6-9 answers correct.


 * On the pre-assessment, only 15% of my students received a 100% on the quiz. On the final assessment 41% received a 100% on the quiz. I surpassed my original goal and I even added another category to the final assessment. I am going to continue working on the parts of speech by adding even more categories for the students to identify when they parse sentences.


 * Final (2010-2011) Smart Goal for Spanish for Spanish Speakers (PAGLIA)** - March 14 - April 29

My students definitely improved their understanding and knowledge of not only identifying, but being able to explain what each part of speech is. Despite the fact that they have improved considerably, I would like to add more difficult parts of speech such as identifying infinitive verbs, reflexive verbs and adverbs along with the parts of speech that we have already studied (continuing to focus on identifying the nouns and adjectives.)

Pre-assessment to be administered: March 14 1.Mi hermana se maquilla lentamente con mucha precision. Identify: Nouns/reflexive verbs/adverbs/adjectives/prepositions

Final assessment to be administered: April 29

Instructional Strategies

1. Identifying parts in sentences on warm-ups, worksheets, exit tickets, and writing assignments. 2. Teach students definitions of all Parts of Speech. 3. Focus on rules for subject/verb and subject/adjective agreement. 4. Mnemonic devices.