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Curriculum
and the New Teacher
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page 2
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Interrelationship of the Five
Program Goals
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The five Program Goals form the
foundation of current LOTE programs. The first goal,
Communication,
is the vehicle by which students reach the other four
goals,
Cultures,
Connections,
Comparisons,
and
Communities.
In language classrooms, students are always
communicating. Communication is the vehicle students use
to become linguistically proficient. What students
communicate about (topics, themes, literature, etc.) and
in what contexts their communication takes place (in
person, in writing, via the Internet, etc.) can be viewed
as the content of the LOTE subject areas.
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Interrelationship of the Five
Program Goals
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PROGRAM
GOALS: The content of the five C's
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Each of the
five C's is made up of specific content areas. For
each content area, there are Knowledge and Skills.
Performance Expectations. Example Progress
Indications. Learning Snapshots, and Progress
Checkpoints. These are discussed below.
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Communication Cultures Connections
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Interpersonal mode Practice and Perspectives Access to Information
Interpretive mode Products and Perspectives Other Subject Areas
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Comparisons Communities
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Nature of Language Within and Beyond the School
Concept of Culture Personal Enrichment and Career Development
Influence
TEKS FOR LOTE: Components in the Framework
 Knowledge and Skills
A general statement describing what students should know and be able to do. The statements
appear in the official TEKS for LOTE.
Performance
Statements describing what students are expected to know and be able to do at a progress
Checkpoint, These statements appear in the official TEKS for LOTE.
Example Progress Indicators
Illustrations of what students might do to show their progress in meeting the Performance
Expectations outlined in the TEKS for LOTE. They provide sample descriptions of what a student
should know and be able to do at the Progress Checkpoints. The Example Progress Indicators
are just that, examples; they are by no means limited to the few listed on the following pages.
Example Progress Indicators were created for use in the Framework. These examples progress
indicators for classical languages at these progress checkpoints, click the arrow, Appendix D.
Learning Snapshots
Brief examples of real classroom activities that show what Program Goals,
Knowledge and Skills, or Performance Expectations can look like when implemented.
Teachers wrote the learning snapshots which were adapted to all languages, proficiency
levels, and grade levels. Usually more than one knowledge and skill and performance
expectation are reflected in the learning snapshots.
Progress Checkpoints
The proficiency students should be able to demonstrate at novice,
intermediate, and advanced language levels. Descriptions of the Progress Checkpoints
appear in the official TEKS for LOTE,
Click the arrow to view TEKS for LOTE.
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Communication
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Communication skills are the primary focus of language study. These
skills include the usual skills of listening, speaking reading, and writing, as well as
viewing and showing skills. Students develop communication skills by using
knowledge of language and culture, communication strategies, learning strategies,
and content from other subject areas. Through the Communication goal, students
develop the skills necessary to manipulate the content of the other four Program
Goals.
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Viewing
means
understanding and interpreting nonlinguistic
communication like gestures, seeing a presentation of
a play (and not just reading it), observing culture
practices and manifestations (e.g. noticing that
French windows are different from American windows),
looking at cultural products, addition to linguistic
information from advertisements and television
programs. Interpretation is the communication mode
used primarily for viewing.
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Showing
includes
expressing understanding of nonlinguistic elements
such as gestures, demonstrations of cultural
practices, (e.g. dances), using graphics and
illustrations with presentations, and role-playing.
Presentation is the communication mode used primarily
for showing.
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The national
English language arts standards link skills with their
medium, reading and writing use written language,
listening and speaking use spoken communication, and
viewing and showing involve visual
language.
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Being literate
in contemporary society means being active, critical
and creative users not only of print and spoken
languages but also of the visual language of film and
television, commercial and political advertising,
photography, and more. Teaching students how to
interpret and create visual texts such as
illustrations, charts, graphs, electronic displays,
photographs, film, and video is another essential
component of the English language arts curricula.
Visual communication is part of the fabric of
contemporary life. ...We must therefore challenge
students to analyze critically the texts they view and
to integrate their visual knowledge with their
knowledge of other forms of language. By studying how
visual texts work, students learn to employ visual
media as another powerful means of communication.
(National Council of Teachers of English,
1996).
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The Texas
Essential Knowledge and Skills for English Language
Arts and Reading also provides content standards for
viewing and representing in grades Pre
K-12.
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Communicative
proficiency derives from control of three modes of
communication: interpersonal, interpretive, and
presentational. Students need practice in all three
types of communication though out a program in order
to satisfy their most commonly expressed reason for
taking a language class to learn to
communicate.
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Interpersonal
mode In
the interpersonal mode, there is direct exchange of
communication between individuals, either listeners
and speakers, or readers and writers. This mode calls
for active negotiation of meaning among the
individuals and requires a natural pattern of
adjustment and clarification in order to achieve
successful communication. Both receptive skills
(listening and reading, sometimes enhanced by viewing)
and productive skills (speaking and writing, sometimes
enhanced by showing) are required in the interpersonal
mode.
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Interpretive
mode The
interpretive mode includes the receptive skills of
listening and reading. The communicative source (e.g.,
the author, speaker, or actor) is not present or
accessible; therefore, negotiation of meaning is not
possible. The listener or reader must determine the
meaning by using prior knowledge of the language and
culture, personal knowledge about the subject,
learning strategies, and, perhaps, reference
materials. Interpretation of any medium is enhanced by
viewing, whether of pictures, staging, setting, or
body language.
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Presentational
mode The
presentational mode calls for the creation of formal
messages, public speaking or an editorial, for
example, to be interpreted by listeners or readers
where there is no opportunity for active negotiation
of meaning between listeners and speakers or readers
and writers. The productive skills (speaking and
writing) are used in this mode. The presentational
mode is enhanced by the showing of nonlinguistic
elements such as photographs, gestures, demonstrations
of cultural practices (e.g., dances, sports), the use
of graphics or illustrations, and
role-playing.
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LOTE
teachers
make effective communication and learning strategies
explicit in classroom instruction to help students
become self-motivated, independent
learners.
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Communication
Strategies Students
need to learn strategies for communication, such as
how to begin, sustain, and end conversations, how to
stall for thinking time, how to use circumlocution to
get around a communicative impasse, or how to avoid
mistakes in grammatical structures not yet mastered.
These skills go beyond learning vocabulary words and
rules for pronunciation, grammar, spelling, and
punctuation. Learning about and using communication
strategies is part of the Communication Program Goal
in the TEKS
for LOTE.
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Language
Learning Strategies Another
part of communication is becoming aware of and using
effective language learning strategies. For example,
students learn to be persistent and creative in
testing hypotheses when faced with oral or written
communication they do not fully understand. They look
for cognates to see if a word might be in the same
family as a word they already know, keep reading or
listening for further information to complete their
understanding, and guess at meaning from context.
Students learn to activate prior knowledge and apply
it to the current task. They keep trying different
ways to understand the oral or written communication
until they succeed, instead of simply trying the same
ineffective techniques such as reading a passage over
and over, thinking it will eventually make
sense.
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Effective learners know how
they learn best. They visualize new words and how they are related to
each other, using mnemonic devices such as a formula or rhyme as an
aid to remembering. They take risks in order to communicate their
ideas, monitor their own language production for errors, and seek
corrective feedback.
The content and context of Communication are derived from the other four Program
Goals: Cultures, connections, Comparisons, and Communities, and should always be
age-appropriate.
Learning
Snapshot
ENTREVISTAS DE NUESTRA
COMMUNIDAD DE HISPANOHABLANTES (INTERVIEWS OF OUR SPANISH-SPEAKING
COMMUNITY MEMBERS)
Students prepare for, conduct,
and compile interviews with Spanish-speaking members of their
community including parents, teachers, students, and other members of
the local community. The interviews are recorded on cassette and the
students take notes during the interview. Students present their
interviews to the class and also write summaries for a booklet or
newsletter. Students also write formal thank-you letters to their
interviewees. Maria D. Gonzalez, Northside ISD, Clark High School,
Grades 10-12, Spanish, Course Level IV, Intermediate
Communication: Interpersonal
mode
Knowledge
and Skills
The student communicates in a language other
than English using the skills of listening, speaking, reading, and
writing.
Performance
Expectations
Novice Intermediate Advanced
The student is expected to The student is expected to The student is expected to
engage in oral and written engage in oral and written engage in oral and written
exchanges of learned material exchanges to socialize, to exchanges, including providing
to provide and obtain provide and obtain information, and obtaining information,
information. to express preferences and expressing feelings and preferences,
and feelings, ant to satisfy and exchanging ideas and opinions.
basic needs.
Example Progress Indicators
Novice Intermediate Advanced
By the end of the novice level By the end of the intermediate level By the end of the advanced level
students are able to: students are able to: students are able to:
••introduce themselves ••create and respond to questions **initiate, sustain, and close a
and respond to biographical in a simple conversation conversation
••express likes and dislikes ••survey others about their ••compare and contrast their own
about the immediate opinions on age-appropriate school rules with those from
environment topics other cultures
••use authentic menus to ••plan a party menu which includes ••discuss what constitutes a
order food a variety of foods a healthy diet and its impact
on health
Learning Snapshots
WHO HAS THE ODD PICTURE? A class is divided into small groups of four students. Each is
divided into small groups of four students. Each student has a folder with a picture or illustration inside.
Three of the students have exactly the same picture; the fourth student's picture is similar, but different.
The students do not show each other their pictures but take turns describing the picture to the whole group.
The text type of their descriptions depends on their proficiency level. Students may also ask and answer
questions about the picture. After the activity is completed, students may write five things about the picture
for a written exercise. Chris Morrison, Katy ISD, Mayde Creed High School, Grades 9-10, Spanish, Course
Level I, Novice.
MI NIÑEZ (MY CHILDHOOD) in this activity students write descriptions of their childhood and present the
written descriptions (without the author's name) along with a childhood photograph to their classmates.
The students then have to guess whose childhood narrative they are reading. Since students go through
one or two drafts before displaying their product, they gain writing skills in the language. Debbie Claxton,
Richardson ISD, Apollo Junior High School, Grades 7-9, Spanish, Course Level II, Novice
Communication: Interpretive mode
Knowledge and Skills
The student communicates in a language other than English using the skills of listening,
speaking, reading, and writing.
Performance Expectations
Novice Intermediate Advanced
The student is expected to The student is expected to The student is expected to
demonstrate understanding interpret and demonstrate interpret and demonstrate
of simple, clearly spoken, and understanding of simple, understanding of spoken and
written language such as simple straightforward, spoken and written language, including
stories, high-frequency written language such as literature, on a variety of topics.
commands, and brief instructions instructions, directions,
when dealing with familiar topics. announcements, reports,
brief descriptions, and narrations.
Example Progress Indicators
Novice Intermediate Advanced
By the end of the novice level By the end of the intermediate level By the end of the advanced level
students are able to: students are able to: students are able to:
••create a visual to illustrate ••read a sample of the language ••listen to interviews of two people
some aspect of the language such as a letter, poem, or interview and write a comparison of their
such as a folk tale, song, or and rewrite it as a journal entry from beliefs, opinions, and / or feelings
video the author, journalist, or interviewee
••read authentic or teacher- ••read descriptions of several jobs ••read a course description for
produced passports and and create a mock resume to study abroad and compose an
complete a class roster with include with an application for argument supporting participation
basic biographical information one of those jobs in an exchange program
••list the descriptors of the main ••sequence important events after ••view a film or video and summarize
characters after viewing a viewing a familiar film or video the plot and / or analyze the
video conflict(s)
Communication: Interpretive mode
Learning Snapshots
EL CHIVO EN LA HUERTA (THE GOAT IN THE GARDEN) Students listen as the teacher
reads the story El Chivo en la Huerta (by Lada Josefa Katky). The class discusses the
story, identifies the characters and the setting, and students take turns acting out the
parts of the various animals in the story. The students then illustrate their favorite
character. Later, each child is given a copy of the story and listens to the story again on
cassette. After the second reading, the students review the sequence and characters
of the story, then headbands with illustrations and sentences from the story are given
to selected students who act out the story as the rest of the class views and helps to
narrate. Martha Cardona, Fort Worth ISD, T.A. Sims Elementary School,
Kindergarten, Spanish immersion, Course Level I, Novice
BOLSA DE PREGUNTAS (BAG OF QUESTIONS) The teacher creates questions that can
be answered in one, two, or three sentences based upon recent readings or class
discussions. The list is cut into strips with one question on each strip of paper. These
strips are then put into a bag. Individual students draw a question from the bag, read it
to the class, and then answer it. Carolyn Frost, North East ISD, Churchill High School,
Grades 9-12, Spanish, Course Level IV, Intermediate
Communication: Presentational mode
Knowledge and Skills
The student communicates in a language other than English using the skills of listening, speaking, reading,
and writing.
Performance Expectations
Novice Intermediate Advanced
By the end of the novice level By the end of the intermediate level By the end of the advanced level
students are able to: students are able to: students are able to:
••list the physical characteristics ••describe an everyday activity ••describe an incident that occurred
of a favorite person in the past, such as an accident,
surprise, or problem
••present the location of points of ••give directions from a given point ••research a chosen locale and
interest on a map to a destination advantages and disadvantages
of a trip to that site
Learning Snapshots
LATIN ORATORY
Teacher selects (or students select for themselves) passages from Latin literature
to memorize. As they memorize the passages, students may work in teams to help one
another with pronunciation. Students recite the passages before the whole class. The
class, which has copies of the passage being read, judges the oratories and selects the
best three speakers based on criteria such as pronunciation, poise, and clarity. The
teacher awards the best speakers and encourages them toe enter local, state, and
national competitions. Clyde Lehman, Alan Abbe, and Stacy Nix, Northside ISD; Health
Careers High School, Holmes High School, and Taft High School; Grades 9-12; Latin;
Course Level III-IV; Intermediate-Advanced
WACKY ANIMALS Students learn about animals and how to discuss them in French
including their names, physical traits, habitat, and eating habits. Small groups present
information about a chosen animal to the rest of the class using visual, written, and oral
communication. Individual students then invent their own wacky animal (for example,
a bird with four legs, a gargoyle with wings, a purple alligator). They draw the animal's
picture and write its description. M. Gaston C. Cyr, Socorro High School, Grades 9-12,
French, Course Level II, Novice
FRUTAS Y VERDURAS (FRUITS AND VEGETABLES) Students learn the names of several
fruits and vegetables in Spanish. Using plastic fruits and vegetables by color, beginning
letter, and vegetables and, with the teacher's help, label them with the correct word in
Spanish. Leigh Ann Kies, Midland ISD, Bush Elementary School FLES Program, Course
Level 1, Novice
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