World Languages PLC

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World Languages Department

World Languages courses utilize methods which concentrate on the four skills of language learning and on the development of cultural awareness. Students learn at each level of the language to recognize the sounds and develop listening skills, to reproduce these sounds in speech, to comprehend the language through reading and reproduce the language through writing.

Spanish I & II PLC

Essential Learnings:
1.     All Students will be able to communicate effectively using the present tense of AR, ER, and IR verbs. (Spanish 1)
Goals for the Year:
1.     To revise our Spanish 2 "Beginning of the Year Test" that assesses the essential learnings of
      Spanish 1.
2.     To create an "End of the Year Test" for Spanish 1 with all teachers in the district that will show us that students have learned the essential learnings of Spanish 1.
3.     To make a common curriculum among 2nd year teachers, including common verb and vocabulary lists.
4.     To create more essential learnings for both Spanish 1 and Spanish 2.
5.     To create more common assessments (at least 4) that will assess the essential learnings from Spanish 1 and Spanish 2.
6.     To gather and analyze the data from our common assessments so that we can modify teaching.
Past Successes and Accomplishments:
1.     Completed a lot of preparation and training for our PLC work.
2.     Created a common verb list for 1st year.
3.     Created essential learnings for 1st year.
4.     Created 3 common assessments for 1st year (1 oral and 2 written).
5.     Gave the common assessments to all 1st year students and we are now in the process of gathering data for analysis.
Our Common Assessments:
End of 1st year test / beginning of 2nd year test: The purpose of these tests is to assess whether students should be recommended to continue to Spanish 2, as well as identifying areas of strenghts and weaknesses throught the gathering of data.
In the oral common assessment of 1st year the teacher asks a series of questions in Spanish and the students provide answers to each question in Spanish. The students are graded on quality of content, grammar and vocabulary usage, fluency of answer (pronunciation and speed), and comprehension (accuracy of answer).
In the written verb common assessment students will have to be able to conjugate any verb from the 1^st semester curriculum into the present tense. Students will also need to know all the Spanish subject pronouns (i.e. I, you, he, she,…) and how to use the present progressive tense. Finally, students will need to know the meanings of the verbs from 1st semester and be able to read and write with them.
There is a similar common assessment given at the end of the 1st year that includes all verbs from both semesters.

Spanish III & IV PLC

Guiding Theme:

All Students will be able to communicate personal ideas, opinions, hopes, wants and needs using the present tense, the past tenses, the subjunctive moods (present, past and present perfect) and commands (with an emphasis on pronoun placement).

Essential Learnings:

Essential Learning #1: Students will demonstrate proficiency in the verb tenses learned in Spanish I and Spanish II

Endurance – Students understand and are able to communicate using the present, progressive, preterit, imperfect, future, and conditional. It is reasonable to expect that students will retain this knowledge because these tenses are the fundamental principals taught applied, continually spiral/recycled and assessed in Spanish I and II.

Leverage- An understanding of these verb tenses is essential for students to move forward and begin the study of the subjunctive verb forms

Readiness – Once students master these tenses they are prepare to delve into the study of subjunctive, commands, and perfect tenses.

Essential Learning #2: Students will demonstrate proficiency with the present subjunctive verb tense. (Proficiency on how to form it and proficiency with when to use it.)

Edurance – Students understand and are able to communicate using the present subjunctive tense. It is reasonable to expect that students will retain this knowledge because the present subjunctive is taught applied, then recycled/reviewed when teaching the commands and the imperfect subjunctive.

Leverage – An understanding of the present subjunctive tense is essential for students to master in order to learn commands and communicate more authentically about their hopes, wants, needs and desires.

Readiness – Once students master the present subjunctive tense, they are prepared to start the study of all Spanish commands and increase their authenticity of communication.

Goals for the Year:

1. To analyze data from common assessments.

2. To create a common verb list for the 3rd year curriculum.

3. To create essential learnings and start working on common assessments for 4th year.

Past Successes and Accomplishments:

1. Revised 3rd year essential learnings.

2. Created common assessments.

3. Analyzed data from 3rd year common assessments.

Our Common Assessments:

1. Pretest of verb tenses from Spanish I and Spanish II (present tense, preterit tense, imperfect tense, future tense and conditional tense.

2. Subjunctive: Do studentsknow the difference between the present tense and the subjunctive tense, and do students know how to form the present subjunctive?

French PLC

Essential Learning(s) High School French teachers from Littleton, Heritage, and Arapahoe have been meeting to determine ELOs for French 1 and 2. We have decided upon the following:

French 1 - Students will be able to write a 100 word letter by the end of Semester I that includes grammatical concepts, verb conjugations, and vocabulary taught during that semester. (a rubric is being designed to grade these letters)

By the end of Semester II, students will be able to express preferences, talk about family, and have a short conversation with other students and the teacher.

Goals for the year: We will develop a rubric that will be used to assess French I students' ability to write.

Successes

Common Assessment(s) -- included here may be actual common assessments, examples of assessments or descriptions of assessments


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