Hawaii DOE Student Learning Objectives

2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]

STUDENT LEARNING OBJECTIVE TEACHER TEMPLATE

Teacher Name: Elena Martinez School: Aloha Elementary School Complex: Castle Grade: K Content Area: World Languages Course Name: Spanish Period: NA

Student Population: Total Number of Students __20__ Males __11___ Females__9__ SPED Inclusion __2__ SPED Pullout __0___ ELL __1__ GT __0__ Any Other ______Additional Information: One student is extremely shy and reluctant to participate verbally in class activities.

SLO Components For a complete description of SLO components and guiding questions, use the “Student Learning Objective Planning Document” attachment. Learning Goal Learning Goal: Student will be able to recognize key vocabulary in songs or children’s recitations in the target language and can perform at least two songs with fluency and accuracy by the end of the semester.

Big idea: Context helps us understand the meaning of vocabulary that is used in authentic materials from the second-language culture.

Standards/Benchmarks: Standard 2: INTERPRETIVE: Understand and interpret written and spoken language on diverse topics from diverse media

Benchmark WL.IE.K.2.1: Recognize key vocabulary in songs or children's recitations

Standard 3: PRESENTATIONAL: Present information, concepts, and ideas to an audience of listeners or readers on a variety of topics

Benchmark WL.IE.K.3.1: Sing children's songs or recitations

Rationale:

At a recent Hawaii World Language Summit, business, government and university leaders expressed concern that our education system is not producing students who will be able to fulfill the language needs of our state in the next 5-10 years. Summit coordinators demonstrated the negative impact Hawaii may suffer if the DOE fails to improve World Language programs. Therefore, in order to be College and Career Ready in the 21st century, Hawaii’s students need to be able to communicate proficiently in a second language.

For kindergarteners, natural language acquisition through immersion, rather than formal grammar based instruction, would be appropriate. Therefore, this SLO focuses on the introduction of a second language in the context of a song. However, due to constraints on instructional time and availability of the part time instructor, formal instruction in the target language is limited to two one hour periods each week with some daily reinforcement through the regular classroom teacher who has limited knowledge of the target language. In a standards based pre-assessment, 95% of students performed at a Novice or below level in 1 2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]

their ability to sing or recognize key words in 2 songs in the target language. Therefore, this is an appropriate focus for students to learn.

The learning goal being measured requires students to not only demonstrate comprehension of key vocabulary of a song in the target language but also perform the song fluently in the target language. This requires both interpretive and productive language skills. (DOK2)

Interval of instruction necessary to address goal: ___ yearlong __X_ semester Assessments, Planned assessments and criteria used to determine levels of performance: Scoring and Criteria A variety of common performance tasks will be used to measure student success. All tasks have been validated through the Quality Assessment tool. These tasks are aligned to the World Language state standards. Listed below are some examples of common performance assessment tasks:

To assess the ability to recognize key vocabulary within a song or children’s recitation:

1. Formative Assessment: Appropriate Greeting for Time of Day a. One of the songs introduces children to appropriate greetings during the day. Therefore, an ongoing assessment can be to document: i. Through observation of daily use, each student’s ability to use the appropriate greeting for the time of day during the school day is determined. ii. Have parents assess child’s ability to use the appropriate greeting outside the school setting.

2. Summative Assessment: Appropriate Greeting for Time of Day a. Using picture cards with the sun in different positions, ask the student to give the appropriate greeting for that time.

3. Formative Assessment: Body Parts a. One of the songs introduces students to the words identifying the following parts of the body (i.e., head, shoulders, knees, toes, eyes, ears, nose, and mouth.) Therefore, an ongoing assessment can be to document: i. Play “Simon Says” but use the target language word in the phrase “Touch your______” to assess their interpretive skills. ii. Have parents assess child’s ability to recognize the name of each body part in the target language by pointing.

4. Summative Assessment: Body Parts a. Ask each student to identify the correct part of body when you say the body part in the target language.

To assess the ability to perform at least two songs with fluency and accuracy:

5. Formative Assessment: Sing a Song a. Utilize technology tools such as VoiceThread to facilitate collecting evidence of student’s current level of performance and have multiple evaluators to check for reliability. b. Have students do a peer- assessment of each other’s ability to fluently and accurately complete the performance of the two songs.

6. Summative Assessment: Performance for Parents a. Video tape students in groups of 3 to assess level of fluency and accuracy with two or more evaluators scoring the performance.

2 2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]

The use of a 4-point rubric will be used to score student responses. This rubric was taken from the Hawaii Content and Performance Standards III Database.

Advanced Proficient Partially Proficient Novice Consistently recognize key Usually recognize key vocabulary Sometimes recognize key Rarely recognize key vocabulary in vocabulary in songs or children's in songs or children's recitations vocabulary in songs or children's songs or children's recitations recitations recitations Advanced Proficient Partially Proficient Novice Sing children's songs or Sing children's songs or Sing children's songs or Sing children's songs or recitations, with ease and recitations, with minimal difficulty recitations, with difficulty and a recitations, with great difficulty and accuracy and no significant errors few significant and/or many minor many significant errors errors

Evidence will all be scored on the common rubric and stored in digital student evidence binders. Scoring will be done with grade level colleagues to ensure reliability. If there are no grade-level colleagues with the language expertise necessary, secondary teachers from the complex area or community members may be tapped to assist with the evaluation.

In addition to these formal assessments, informal assessments such as exit passes and cooperative learning activities (e.g., Numbered Heads, Think/Pair/Share, etc.) will be done daily to determine student progress and the need for differentiation. Students identified as needing additional support will receive one-to-one or small group tutoring during recess or after school.

Expected Targets Starting point for student performance groups: As an initial assessment, students were asked to sing any songs in Spanish that they might know. No student volunteered to sing a song so the teacher asked students to sing with her if they know the song. Following the song, the teacher asked students to point to the picture that best represents the word she says. One of the 20 students was able to identify the correct picture because his home language is Spanish.

95% of the students entering kindergarten scored at or below the Novice Level (based on the rubric provided above) in the initial assessment and showed no previous knowledge of the target language. One ELL student scored at the proficient level. Instruction will be differentiated for this student to help him reach the advanced level.

Teacher also consulted with the ELL coordinator regarding students who entered the school system with a background in Spanish due to language spoken at home or time spent abroad, and included a survey question regarding second language ability with the welcome letter home to parents. This confirmed that there is one Spanish speaking student in the room.

Expected target for each student performance group: By the end of the semester, 100% of the 20 students will demonstrate a minimum of one level increase in their language proficiency based on the rubric provided. Of these 20 students, 85% will demonstrate a level of proficiency or advanced on the assessment based on the rubric.

For the one Spanish speaking student in the class, the child will attain an Advanced level of fluency for the task and will be able to demonstrate a proficient level recognizing key vocabulary in English as well as Spanish.

Rationale for expected targets: Various research articles have stated that young children are able to absorb language intuitively at a young age through exposure to and authentic use of the target language. Therefore, although there are students with special needs in this class, it is expected that all students will show a minimum of one level growth toward proficiency.

3 2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]

Instructional Instructional strategies for each level of performance: Strategies 1. Direct Instruction of related vocabulary and language structures. Instruction to include modeling, guided practice, and scaffolding of knowledge and skills necessary for success in the performance based assessment. 2. Total Physical Response (TPR) to practice appropriate motions to the song or recitation. 3. Group practice during class sessions and Independent Practice with parent and recorded CD of song. Instruction will spiral to scaffold and reinforce skills and understanding toward automaticity and accuracy in language production. 4. Listening comprehension activities to build their ability to comprehend language at native speed and provide a model for target level of fluency. 5. Peer Group Evaluation of fluency and accuracy of song or recitation performance. 6. Performance based assessments with quality teacher feedback to help students move toward proficiency. Teacher will utilize technology tools such as VoiceThread to facilitate collecting evidence of student’s current level of performance. 7. Differentiate instruction based on information received through frequent formative assessments, and provide additional opportunities for one-to-one support to struggling students during learning centers activities, before and after school, and/or during lunch. Instruction and resources will also be provided to assist the ELL Spanish speaking student with mastery of corresponding English terms and an English version of the song if one is available.

To assess the Student Learning Objective, use the “Rubric for Rating the Quality of Student Learning Objectives” attachment

Results

SLO Rating Scale Teacher should attach the class record for students assessed. Teacher should also have available accompanying student assessments and scored rubrics.

Rating rubric for teachers with a class of 5 or more students. ☐ Highly Effective ☐ Effective ☐ Developing ☐ Ineffective

At least 90-100% of students At least 75-89% of students At least 60-74% of students Fewer than 60% of students met or exceeded expected met or exceeded expected met or exceeded expected met or exceeded expected target. target. target. target.

Rating rubric for teachers with a class of 4 or fewer students. ☐ Highly Effective ☐ Effective ☐ Developing ☐ Ineffective

Based on individual growth Based on individual growth Based on individual growth Based on individual growth outcomes, all students met outcomes, all students met outcomes, some students met outcomes, no students met expected targets and some expected targets. or exceeded expected targets. expected targets. exceeded the targets.