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Unit Development Framework for Student Proficiency: Goals, Assessment, and Lesson Planning

This document outlines a comprehensive framework for developing language units centered on student proficiency. At the end of the unit, students will be able to articulate their capabilities through "Can-do" statements in interpretive listening, reading, interpersonal communication, presentational writing, and speaking. It emphasizes the importance of vocabulary, grammar, and cultural awareness while also instructing on creating assessments and daily lesson plans that cultivate desired learning outcomes. The aim is to make expectations clear and manageable, guiding students on their learning journey.

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Unit Development Framework for Student Proficiency: Goals, Assessment, and Lesson Planning

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  1. Unit Development – Stage 1 • What will the students be able to do at the end of this unit? Create Can-do statements for: • Interpretive Listening and Reading • Interpersonal Communication • Presentational Writing and Speaking

  2. Unit Development – Stage 1 • What will the students know at the end of this unit? • Vocabulary • Grammar • Culture

  3. Unit Development – Stage 2 • Develop assessments that address each can-do statement keeping in mind…. • What they should know at the end of the unit • The targeted proficiency level of the students • That assessments should be appealing to students

  4. Unit Development – Stage 3 • Create lesson plans that target the unit goals and objectives. • To be done by individual teachers.

  5. Backwards Design Stage 1 • Decide what the students should be able to do at the end of a unit and/or course. Create “Can-do” statements. Stage 2 • Develop assessments that allow the students to demonstrate that they have met the learning targets set in Stage 1. Stage 3 • Create daily lesson plans that support the learning targets and lead to successful completion of the assessments developed in Stage 1 & 2.

  6. Main Point is that if you make your expectations clear and manageable, students will... • Know where they are, • See where they need to go, • Actually go...

  7. Slides pilfered and modified (a little) from a powerpoint on Performance Assessment by the ACTFL presenters. Available here... • http://www.google.com/search?q=jefferson+county+public+schools+proficiency+assessment&oq=jefferson+county+public+schools+proficiency+assessment&sugexp=chrome,mod=10&sourceid=chrome&ie=UTF-8#hl=en&tbo=d&sclient=psy-ab&q=jefferson+county+public+schools+world+languages%2C+performance+assessment&oq=jefferson+county+public+schools+world+languages%2C+performance+assessment&gs_l=serp.3...3949.9130.0.9197.24.24.0.0.0.0.136.1850.18j5.23.0.les%3Bepsugrpq2high..0.0...1.1.PjZF3B-FHG0&pbx=1&bav=on.2,or.r_gc.r_pw.r_qf.&fp=731326ee898b1153&biw=1612&bih=971

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