AEIN network

On our Alaskan Education Innovation Network meeting today, we had quite the conversation about rubrics. One of the interesting points was trying to find ways to show that we are addressing the same standards as the English department is. A lot of us are suddenly under fire to prove that our classes are “worthy” members of the curriculum. At least one principal doesn’t believe that what we do shows up on state or national benchmark exams. I would beg to differ, and it would be really helpful to make sure that we are using the same language for at least part of our rubrics and the standards we say we are addressing. World Language standards in Alaska at least are very vague, but we can easily point out what we are doing to improve literacy in a host of ways.

Tomorrow I’ll come back and do some Laurie talk!

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5 responses to “AEIN network

  1. I looked up the AK English/Language Arts Standards and found the following standards that apply to speaking:

    A. A student who meets the content standard should
    A1. apply elements of effective speaking; these elements include ideas, organization, vocabulary, sentence structure, and personal style;
    A3. in speaking, demonstrate skills in volume, intonation, and clarity;
    A4. write and speak well to inform, to describe, to entertain, to persuade, and to clarify thinking in a variety of formats, including technical communication;
    A6. when appropriate, use visual techniques to communicate ideas; these techniques may include role playing, body language, mime, sign language, graphics, Braille, art, and dance;
    A7. communicate ideas using varied tools of electronic technology; and
    A8. evaluate the student’s own speaking and writing and that of others using high standards.

    As for a rubric, I thought that categories might look something like this:
    Purpose, ideas, and organization
    Vocabulary
    Structures
    Delivery and personal style

    What do you think?

    BTW, I revised my free write rubric last week, with ideas from Scott Benedict, so that it is in alignment with Six Traits Writing, which is the model we teach at Clark. It’s on m documents page.

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  2. “Purpose, ideas, and organization
    Vocabulary
    Structures
    Delivery and personal style”

    …looks already pretty similar to what we’ve got going–there isn’t too much tweaking at all to do, is there! Aligning rubrics could be easier than expected.

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  3. So what would be the big difference then between vocabulary and structures?

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  4. Nathan– Vocabulary is more about using words correctly (word choice). Structures is about applying the correct verb ending/gender rules/etc. to that vocabulary.

    Michele– That is just ridiculous that administrators don’t see value in foreign languages. Since I’m the only foreign language teacher at my school, I go to the English department’s monthly meetings. It is very easy to see how a TPRS classroom can align with English standards. My colleagues are impressed with the different reading and vocabulary decoding strategies that I use in class, all of which are skills that transfer to reading in English.

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    • Exactly, Erin!!!

      This is what I want to get across…it would be really good to have a “What do I teach” statement for world languages.

      I use TPRS all the time for teaching vocabulary in my English classes, telling stories, and improving writing fluency.

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