World Languages Model Curriculum Components

The Model Curriculum is an adaptable tool that will be updated frequently to reflect the needs of world language educators. After State Board approval, ODE will continue to solicit instructional resources for inclusion in the Model Curriculum.

Introduction to the Learning Standards

Information to explain our proficiency-based learning standards and how they should be used to guide instruction. 

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Learn More About the Model Curriculum Components

Introduction to the Learning Standards

Ohio’s New Learning Standards for K-12 World Languages
Here you can find information to help you understand the nature of our proficiency-based learning standards and how they should be used to guide instruction. 

Model Curriculum Development Committee Members
This is a list of the eighteen Ohio teachers who worked with the Ohio Department of Education to develop the World Languages Model Curriculum.

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Expectations for Learning

NCSSFL- ACTFL Can-Do Statements and printable checklists (2013)
These checklists serve as a self-assessment tool for language learners to see what they “can do” with the language in interpretive, interpersonal and presentational communication. Each set of statements aligns to the ACTFL proficiency levels and performance descriptors for Novice Low through Advanced Low levels. These Can-Do statements are a revision of the NCSSFL 2009 LinguaFolio® Self-Assessment checklists.

For teachers: The statements serve as indicators of proficiency growth and can drive instruction by providing learning targets for curriculum and unit design. You can also personalize the examples under each statement for a specific curriculum. You can use the statements to show students the targets for the daily lessons and how these targets relate to the unit goals.

For language learners: The statements provide an autonomous way to set goals and to chart their growth in proficiency. The statements are in student-friendly language that makes it easy for students to understand what the expectations are for each level of proficiency. Students may also personalize the example Can-Dos to fit their goals. Students should provide evidence either electronically or in a hard copy that supports their self-assessment selections.

Intercultural Can-Do Statements
Teachers must provide opportunities for learners to experience language and culture together and must recognize that language and culture are inseparable. This requires almost exclusive use of the target language.

This may be especially challenging at the early stages of language learning when students’ linguistic skills are limited. However, as language proficiency grows, so will intercultural competence. Just as you scaffold language to meet the needs of your learners, you also can scaffold the level of cultural competence that students are required to demonstrate. Students will start with knowledge of products and practices before they can apply an understanding of perspectives.

Similar to the communication Can-Do statements, the intercultural Can-Do statements are a self-assessment tool for language learners to determine their intercultural competence. This means that learners show their ability to use the language and behave appropriately in cultural contexts. Levels of cultural competency are divided into Novice, Intermediate and Advanced, without sublevels.

Proficiency Alignment Tool
The proficiency alignment tool is a table that aligns the ACTFL proficiency guidelines to the NCSSFL-ACTFL Can-Do statements.  It gives you a broad look at the proficiency guidelines and performance descriptors, as well as a summative table of the Can-Do statements for each level. It is a useful tool for designing curriculum, units or lesson plans for a specific level of learners.

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Content Elaborations

Themes, Topics and Essential Questions, Aligned to Proficiency Levels
Teachers can use these eight global themes to guide instruction and create curriculum that is aligned from level 1 through AP level:  Personal and Public Identities; Families and Communities; Beauty and Aesthetics; Global Issues and Challenges; Interdisciplinary/STEM; Contemporary Life; Communications and Media; and Career Connections.

These themes align closely with the six Advanced Placement themes and include related topics and essential questions that require students to not only gain content knowledge, but also challenge them to increase their critical thinking skills. Each chart is a part of a continuum from Novice Low to Advanced Low proficiency levels, with corresponding levels of complexity of topics and essential questions.

Curriculum Design Template
This is a template to help you design a year-long, standards-based curriculum.

Thematic Unit Template
This is a template that explains how to incorporate all of the components of the model curriculum into a cohesive thematic unit. There is a blank template available, as well as an annotated template with guidelines and links to requested information.

Thematic Unit Samples Aligned to Proficiency Level and to Themes
This section provides access to 17 sample thematic units that incorporate all the components of the model curriculum. These units encompass a variety of proficiency levels, themes and languages. All samples are written in English to allow you to modify the thematic unit for your language or proficiency level. You can filter the sample units by theme or proficiency level.

Each thematic unit includes: alignment to the standards, proficiency levels and Can-Do statements; essential questions and a communicative context; formative assessments and a summative Integrated Performance Assessment (IPA); authentic resources and instructional strategies; and optional connections to careers, technology and 21st Century skills.

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Instructional Strategies

This section of the Model Curriculum provides you with resources for a variety of instructional strategies that can be used in any language or level. Resources include: assessment guidance and sample rubrics; strategies for diverse learners; and strategies for teaching across the modes of interpretive, interpersonal and presentational communication.

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Instructional Authentic Resources

Lists of Authentic Resources
To truly assess proficiency, you need to give students opportunities to use their language in authentic, real-world situations. Since textbook resources are often simplified or written specifically for language learners, they aren’t a valid tool for assessing proficiency. This section of the Model Curriculum provides an extensive list of authentic audio, video and print resources (i.e., resources that are created by native speakers for native speakers) for you to use with your students.

You can filter each list for your specific language (Arabic, ASL, Chinese, French, German, Latin/Greek, Spanish). Within the list, the resources are categorized into our eight themes found under Content Elaborations and then sub-divided into specific topics related to that theme. Each resource has a short explanation as to the content of the site and suggestions for how you can use it with your students.

Strategies for Locating Resources
This document provides guidance for finding additional resources on the internet.

Technology and Digital Learning Guidance
This document provides guidance for Ohio schools and districts considering blended world language courses and commercially available language-learning products.

Classroom Portals with Sample Video Lessons
In this section there are links to the Annenberg Learner Videos and StarTalk videos. The Annenberg website includes lesson plans and instructional strategies for world language teachers, as well as links to French, Spanish, and ESL video series. The StarTalk website provides resources on curriculum design, instructional materials, assessment tools, and useful links. Although the site is designed for critical languages, materials are relevant and usable by any world language teacher.

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Career Connections

Here you will find strategies for incorporating college and career connections into your curriculum. There is also a link to the 21st Century Skills Map for World Languages, which gives concrete examples of how 21st Century Skills can be integrated into the world language curriculum. Finally, you can view a list of careers related to world languages.

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Last Modified: 4/2/2014 11:09:01 AM