Hawaii DOE student learning objectives
STUDENT LEARNING OBJECTIVE
TEACHER TEMPLATE
|Teacher Name: Keiko Yamamoto |School: Aloha High School |Complex: Pearl City |
|Grade: 9-12 |Content Area: World Languages |Course Name: Japanese Level 2 |Period: 3 |
|Student Population: |
|Total Number of Students __28__ Males __14__ Females__14_ SPED Inclusion __1__ SPED Pullout __0___ ELL __1__ |
|GT __2__ Any Other _____________ _____ _____________ _____ ______________ _____ |
|Additional Information: |
|SLO Components |For a complete description of SLO components and guiding questions, use the “Student Learning Objective Planning Document” attachment.|
|Learning Goal |Learning Goal: |
| |Students will be able to perform a spontaneous conversation to provide directions in the target language accurately with appropriate |
| |fluency, speed, pronunciation, and level of politeness. The directions must include a reference to at least one landmark and |
| |appropriate use of direction and location vocabulary and sentence patterns. Students will be provided 10 minutes to acclimate |
| |themselves with the map in the target language before conducting the spontaneous conversation. |
| | |
| |Big idea: |
| |Language is a complex system that requires the learner to take risks toward the development of interpersonal, interpretative and |
| |presentational modes of communication. |
| | |
| |Standards/Benchmarks: |
| | |
| |Standard 1: INTERPERSONAL: Use target language to engage in conversations, provide and obtain information, express feelings and |
| |emotions, and exchange opinions |
| | |
| |Benchmark WL.IS.Y2.1.2: Provide details to elaborate on familiar topics and ask clarifying questions |
| | |
| |Standard 2: INTERPRETIVE: Understand and interpret written and spoken language on diverse topics from diverse media |
| | |
| |Benchmark WL.IS.Y2.2.1: Identify the main idea and significant details of oral or written material with limited visual cues |
| | |
| |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. |
| |However, on a standards based pre-assessment, 100% of students performed at a Novice or below level in their ability to give accurate |
| |directions in the target language. Therefore, this is an appropriate focus for students to learn. |
| | |
| |The learning goal requires students to analyze a map in the target language and construct accurate directions utilizing appropriate |
| |vocabulary, sentence structures, and levels of politeness in the given situation. (DOK 3) |
| | |
| |Interval of instruction necessary to address goal: _ _ yearlong _X_ semester |
|Assessments, Scoring and |Planned assessments and criteria used to determine levels of performance: |
|Criteria | |
| |A variety of common performance tasks will be used to measure student success throughout the semester. All tasks have been validated |
| |through the Quality Assessment tool and will use the rubric provided below (adapted from the Hawaii Content and Performance Standards |
| |III Database.) These tasks are aligned to the World Language state standards. Listed below are some examples of the performance |
| |assessment tasks. |
| | |
| |To assess the ability to accurately create directions to a location in the target language which includes a reference to at least one |
| |landmark and appropriate use of direction and location vocabulary and sentence patterns: |
| | |
| |Formative Assessment – Skit Presentation |
| |Students will present a live skit with a partner where the following information is provided by the teacher: |
| |Destination; and |
| |Map of city. |
| |Students viewing the skit will provide evidence that they accurately interpreted the information shared through a feedback form. |
| | |
| |Formative Assessment – Navigation of Toy Cars |
| |Students given enlarged simplified map of a city and miniature cars. Students must play the part of a taxi driver (interprets |
| |directions) and customer giving directions to a destination. A third student will critique the fluency of the conversation based on |
| |the given rubric and provide feedback on their performance. |
| | |
| |Formative Assessment – I-pod Recordings for Detailed Formative Feedback |
| |Students are randomly paired and given a map in the target language, role cards with parameters of a dialogue, and a time limit to |
| |record the conversation. Teacher provides an “i-pod” or other recording device, and allows the students to go to stations around the |
| |room. Each student must play the role of giver and receiver of directions. The receiver must provide a written interpretation of the|
| |directions provided by tracing it on a map and providing additional written details. |
| | |
| |Formative Assessment – Voice Thread Recordings |
| |Given a map labeled in the target language, students will create accurate, detailed directions to a location designated on a map. |
| |Student must be able to complete the state the directions with appropriate fluency, speed, and pronunciation to be understood by a |
| |native speaker of the target language. This assessment is recorded in VoiceThread. Classmates will respond by providing an |
| |interpretation of the directions given by guessing their assigned destination and scoring the student submission. |
| | |
| |Summative Assessment – Taxi Cab Directions |
| |Student will role play the part of a taxi customer while the teacher will play the part of the taxi driver. Student will be assessed |
| |on their ability to accurately provide directions to a location on the map. |
| | |
| |The use of a 4-point rubric will be used to score student responses. This rubric was modified from the Hawaii Content and Performance|
| |Standards III Database. |
| | |
| |Advanced |
| |Proficient |
| |Partially Proficient |
| |Novice |
| | |
| |Provide details to elaborate on a variety of topics and ask clarifying questions, using sentences or strings of sentences and expanded|
| |vocabulary at the appropriate level of politeness for the situation. Able to speak fluently with near-native speed, accuracy, and |
| |pronunciation. |
| |Provide details to elaborate on familiar topics and ask clarifying questions, using sentences or phrases and expanded vocabulary at |
| |the appropriate level of politeness for the situation. Able to speak fluently with appropriate speed, accuracy, and pronunciation. |
| |Provide details to elaborate on very familiar topics and ask clarifying questions, using simple phrases, familiar vocabulary, and/or |
| |some memorized words and phrases with inconsistent use of the appropriate level of politeness. Able to speak with some fluency with |
| |an inconsistent degree of appropriate speed, accuracy, and pronunciation. |
| |Provide details to elaborate on limited topics or ask clarifying questions, using memorized words and phrases. Inconsistent or |
| |failure to use the appropriate level of politeness. Not able to speak fluently to the degree that it is difficult for a native |
| |speaker to comprehend. |
| | |
| |Advanced |
| |Proficient |
| |Partially Proficient |
| |Novice |
| | |
| |Identify the main idea and significant details of longer and more complex oral or written material with limited visual cues |
| |Identify the main idea and significant details of familiar oral or written material with limited visual cues |
| |Identify some of the main idea and significant details of highly predictable and familiar oral or written material with limited visual|
| |cues |
| |Identify very little of the main idea or significant details of highly predictable and familiar oral or written material with limited |
| |visual cues |
| | |
| | |
| |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 colleagues with the language expertise necessary at the school, other high |
| |school 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, Round Table, etc.) will be done daily to determine student progress in mastering necessary content and skills, and to determine|
| |the need for differentiation. Students identified as needing additional support will be asked to attend small group tutoring sessions|
| |before and/or after school, and/or during lunch. These students will also be paired with a in-class support peer to provide easily |
| |accessible support toward success. |
|Expected Targets |Starting point for student performance groups: |
| |Teacher examined eCSSS reports on SPED/ELL students and final exam responses on related sentence structures and vocabulary from the |
| |previous year to determine possible student performance groups. |
| | |
| |To further define the starting point, a pre-assessment was given where students were required to provide directions from the school |
| |exit to a nearby landmark. Students were assessed on the clarity and accuracy of their directions, and details provided. Student |
| |responses were self-assessed and teacher assessed. |
| | |
| |95% of the students entering Japanese Level 2 scored at or below the Novice and 5% scored at the Partially Proficient Level in their |
| |ability to accurately create and interpret directions in the target language to various locations on a map. |
| | |
| |Expected target for each student performance group: |
| |By the end of the year, 100% of the 28 students will demonstrate a minimum of one level increase in their language proficiency based |
| |on the rubric provided. Of these 28 students, 85% will demonstrate a level of proficiency or advanced on the assessment based on the |
| |rubric. |
| | |
| |Rationale for expected targets: |
| |Students are required to analyze information provided in a map and synthesize this information with their knowledge of vocabulary, |
| |sentence structure and cultural nuances of language to create an appropriate spontaneous, fluent conversation. Through structured |
| |lessons that scaffold the learning and practice for students, it is expected that all students will show a minimum of one year’s |
| |growth during the course of the year. Appropriate accommodations and supports will be provided for students with special needs to |
| |ensure they achieve maximum level of growth. Through data and the initial assessment, it was determined that there are 4 students (1 |
| |SPED, 2 ELL, and 1 who signed a waiver to advance to Level 2 (i.e., was asked to repeat Level 1 due to a final grade of “D”)) who will|
| |require additional supports or assistance. |
|Instructional Strategies |Instructional strategies for each level of performance: |
| |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. |
| |Total Physical Response to practice directions. |
| |Peer or group practice during class sessions and Independent Practice through homework toward mastery. Instruction will spiral to |
| |scaffold and reinforce skills and understanding toward automaticity and accuracy in language production. |
| |Listening Comprehension activities to build their ability to comprehend language at native speed and provide a model for target level |
| |of fluency. |
| |Activities that use the target language in authentic or near authentic communication situations (e.g. “Treasure Hunt” Activity where |
| |students must comprehend clues to find a treasure around the school.) |
| |Mini research paper on the elements of a typical neighborhood in Japan with group sharing activity. |
| |Pair or Team Skits in the target language to rehearse various language structures in context. |
| |Peer Evaluation of fluency and accuracy of transactional conversation including student’s ability to respond to clarifying questions |
| |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. |
| |Differentiate instruction based on information received through frequent formative assessments, and provide additional support or |
| |assistance will be provided through front row seating with cooperative team support, additional small group work sessions before and |
| |after school, or at lunch, and private tutoring sessions if necessary. If possible, teacher will request a hotel concierge to allow |
| |two GT students to job shadow for one day to see practical job application of this knowledge. |
| |
|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 met or |At least 75-89% of students met or |At least 60-74% of students met or |Fewer than 60% of students met or |
|exceeded expected target. |exceeded expected target. |exceeded expected target. |exceeded expected target. |
|Rating rubric for teachers with a class of 4 or fewer students. |
|☐ Highly Effective |☐ Effective |☐ Developing |☐ Ineffective |
| | | | |
|Based on individual growth outcomes, all|Based on individual growth outcomes, all|Based on individual growth outcomes, |Based on individual growth outcomes, no |
|students met expected targets and some |students met expected targets. |some students met or exceeded expected |students met expected targets. |
|exceeded the targets. | |targets. | |
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