The National Standards National Standards in Foreign Language Education Project. (2006). The 5 Cs. Standards for Foreign Language Learning in the 21st Century, 3rd Edition: Revised. Lawrence, KS: Allen Press, p. 32. Dr. Cherice Montgomery

What are the National Standards for Foreign Language Learning? Hungry for Some Change? An Analogy for Understanding National Standards What are the National Standards for Foreign Language Learning? The student communicates competently in languages other than English. The student gains knowledge and understanding of target language cultures. The student makes connections to other disciplines and to authentic sources through knowledge of a foreign language. The student develops insight into the nature of language and culture. The student participates in multilingual communities at home and around the world. National Standards in Foreign Language Education Project. (2006). The 5 Cs. Standards for Foreign Language Learning in the 21st Century, 3rd Edition: Revised. Lawrence, KS: Allen Press, p. 32. Cherice Montgomery * 2001

How are standards useful to us? Hungry for Some Change? An Analogy for Understanding National Standards How are standards useful to us? Like the food pyramid, the National Standards offer guidance Ensure a balanced diet of instruction that leads to healthy language use Communities Cultures Connections Comparisons Communication Mediterranean Diet Food Pyramid: http://www.mediterraneanmeals.com/images/pyramid.jpg (©2000 Oldways Preservation & Exchange Trust) Cherice Montgomery * 2001

How do standards impact curriculum? Hungry for Some Change? An Analogy for Understanding National Standards How do standards impact curriculum? Encourage variety of foods Do not prescribe specific menu of foods (local curriculum or classroom activities) students will consume For a menu in Arabic, see: http://www.albandarrestaurant.com/Albandar-2007/html/Arabic-Page-4.jpg Cherice Montgomery * 2001

How do standards impact the classroom teacher? Do not determine “food” (material) preparation or presentation (methodologies) For a photo of an Arabic textbook, see: http://ecx.images-amazon.com/images/I/5171PZ7TVRL._SL500_AA240_.jpg

How do the standards impact students? Hungry for Some Change? An Analogy for Understanding National Standards How do the standards impact students? Like guidelines about “servings,” Performance Guidelines outline how well students should be able to perform in each area Cherice Montgomery * 2001

How “well-balanced” are your lessons? Siegel, Benjamin. (2006, March 4). Arabic food. Stock Xchng. Retrieved July 6, 2009, from http://www.sxc.hu/browse.phtml?f=view&id=481038 Used under a standards Stock Xchng license. (Photographer notified and credited.) Use the National Standards to make them “healthier” for students

Let’s Talk About It!

Communication Communicate in Languages Other Than English Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Montgomery, Cherice. (2006, July). PreK-12 Arabic & Hebrew Professional Development Institute. UCLA, Los Angeles.

Modes of Communication Hungry for Some Change? An Analogy for Understanding National Standards Modes of Communication Interpersonal Communication Face-to-face conversation; telephone conversation; written messages and other correspondence Two-way; interactive; clarification of meaning is possible Speaking, listening, reading, and writing skills Interpretive Communication Listening to a news broadcast; reading a novel; viewing a film Receptive communication; clarification of meaning is generally not possible; creator of communication is absent Presentational Communication Giving a speech or oral report; preparing a paper or story; producing a newscast Formal, one-way communication to an audience of listeners or readers, clarification of meaning is generally not possible Speaking or writing skills Cherice Montgomery * 2001

Interpretive Communication Alasdair Howieson Abcdz2000. (2009, March 22). Street clock. Stock Xchng. Retrieved July 6, 2009, from http://www.sxc.hu/photo/1163415 Used under a Stock Xchng standard license. (Photographer notified as a courtesy.) Collot, Michel. (2006, September 4). Stop. Stock Xchng. Retrieved July 6, 2009, from http://www.sxc.hu/photo/609443 Used under a Stock Xchng standard license. (Photographer notified as a courtesy.) Gulzar, Atif. (2006, April 4). Calligraphy 2. Stock Xchng. Retrieved July 6, 2009, from http://www.sxc.hu/photo/500904 Used under a Stock Xchng standard license. (Photographer notified as a courtesy.) Howieson, Alasdair. (2006, March 18). Duabi6_009. Stock Xchng. Retrieved July 6, 2009, from http://www.sxc.hu/photo/490067 Used under a Stock Xchng standard license. (Photographer notified and credited.) Jankauskas, Domantas. (2006, January 9). Street 8 (street sign in Abu Dhabi). Stock Xchng. Retrieved July 6, 2009, from http://www.sxc.hu/photo/443005 Used under a Stock Xchng standard License. (Photographer notified.) Janssens, Sabine. (2008, July 29). Water jug (on a wall in a Bedouin village in Egypt). Stock Xchng. Retrieved July 6, 2009, from http://www.sxc.hu/photo/1050136 Used under a Stock Xchng standard license. (Photographer notified as a courtesy.) Rollo, Jenny. (2007, January 17). Doha pedestrian crossing (in Qatar). Stock Xchng. Retrieved July 6, 2009, from http://www.sxc.hu/700384 Used under a Stock Xchng standard license. (Photographer notified as a courtesy.) Rollo, Jenny. (2007, April 3). Street sign in Qatar. Stock Xchng. Retrieved July 6, 2009, from http://www.sxc.hu/photo/753734 Used under a Stock Xchng standard license. (Photographer notified as a courtesy.) S. M. (2003, December 24). Kuka kula. Stock Xchng. Retrieved July 6, 2009, from http://www.sxc.hu/photo/79441 Used under a Stock Xchng standard license. (Photographer notified and credited.) M.S.

Se llama Diego Velásquez.

Chumba, la Cachumba See http://www.angela-lago.com.br/Reloesp.html for full text See http://languagelinks2006.wikispaces.com/file/view/Chumba+la+cachumba+Sentence+Strip+Reading+Activity.pdf for lesson plan

If You Give a Mouse a Cookie

Froggy Gets Dressed For flashcards, see: http://www.learningtreasures.com/printables/froggy_uno5.jpg For Froggy bingo, see: http://www.learningtreasures.com/suite101/froggy/froggy_lotto1.jpg For an image of the cover of the book, see: http://awesomestorytime.files.wordpress.com/2009/05/froggygetsdressed.jpg

Seven Blind Mice For an image of the book cover, see: http://www.pabook.libraries.psu.edu/FamilyLit/FFN/workshop3/images/booklist/seven%20blind%20mice.jpg

Spilt Milk

Idea adapted from Barbara Snyder Listening Grid My name is… I am going to… Habib Kalila Rashida Idea adapted from Barbara Snyder

Idea adapted from Richard Ladd START  = I  = you  = he  = she  = we  = they Lose a turn Forward 3 spaces Shortcut Forward 3 Spaces End Idea adapted from Richard Ladd

Board Game Answer Sheet Group Members: _____________________________________________ Instructions: Throw the dice and write the sentence they indicate. Throw Pronoun 1 I 2 you 3 he 4 she 5 we 6 they Initials Number Sentence Idea adapted from Dr. Richard Ladd

Idea adapted from Dr. Helena Curtain Hear/Say B A 6 *5 1 4 8 2 3 9 5 7 Idea adapted from Dr. Helena Curtain

Idea adapted from Dr. Helena Curtain نسمع ثم تقول B A ٦ *٥ ١ ٤ ٨ ٢ ٣ ٩ ٥ ٧ Montgomery, Cherice. (2006, July). Arabic felt number tiles. Islamic Center. East Lansing, MI. Idea adapted from Dr. Helena Curtain

Idea adapted from Dr. Helena Curtain Hear/Say A B ¡Vamos a ayudarte la próxima vez! *Encontré unos granos de trigo. ¿Quién quiere sembrarlos? ¿Por qué no quieren ayudarme? No nos gusta trabajar. ¡Nosotros no! ¿Por qué no? Entonces, ¡lo haré yo! Está bien. Estamos ocupados. ¿Quién quiere comer el pan? ¿Quién quiere hornear el pan? No queremos ayudarte. ¿Quién quiere cortar el trigo? Encontré unos granos de trigo. ¿Quién quiere sembrarlos? Miau, miau. ¡Yo no! Guau, guau. ¡Yo no! Cuac, cuac. ¡Yo no tampoco! Tenemos sueño. ¿Quién quiere desgranar el trigo y llevarlo al molino? Nosotros no podemos porque no tenemos tiempo. Guau, guau. ¡Yo sí! Miau, miau. ¡Yo sí! Cuac, cuac. ¡Yo sí también! ¿Quién sembró el trigo y lo atendió? ¿Quién lo cortó, lo desgranó, y lo llevó al molino? ¿Quién horneó la hogaza de pan? ¡Yo lo hice todo! Y ahora, voy a comerlo todo. Idea adapted from Dr. Helena Curtain

Idea adaptada de Helena Curtain The Pattern A B 10 *1 5 6 7 1 2 3 9 8 4 Idea adaptada de Helena Curtain

Let’s Talk About It!