Language Leaper. Traveler Mission Journal. Name Team

Transcription

1 Language Leaper Traveler Mission Journal Name Team

2 Acknowledgements: The STARTALK Self-Assessment program for the WVDE Language Leaper Summer Camp is a thematic-based adaptation of the NCSSFL LinguaFolio Jr. Program. The work of the originators of the LinguaFolio Jr. has facilitated the process for creating the West Virginia Self-Assessment program. With great gratitude West Virginia acknowledges the contributions of the following states in providing models and establishing solid frameworks for adapting: The Nebraska LinguaFolio Jr. Project 5-State LinguaFolio Jr. Project (Virginia, Kentucky, South Carolina, North Carolina and Georgia) page 1

3 My Language Biography Languages I Already Know and Use: English Spanish French German Japanese Arabic Italian Russian Bosnian American Sign Language Vietnamese Mandarin Chinese Other Languages I already know: (See above!) Where I learned these languages: (at home, at school, at camp, and other places) When I use these languages: (with family, with friends, at school, to sing, to write) page 2

4 My Language Biography In these languages/cultures I have seen or heard: movie: book: magazine: TV program: newspaper: menu: food label: game: greeting card: public sign: words on clothes: song: work of art: web site: flag: coin or paper money: dance: other: other: other: Description or Name Language/Culture/Country page 3

5 My Language Biography I have family members who come from these countries and use these languages: I have met people who speak these languages: Name Country/Language I have friends, pen pals or pals who speak these languages: I have visited these countries where these languages are spoken: Name Country/Language Country Language page 4

6 My Language Biography How I Learn Languages: Focus on the main idea Draw pictures to help me understand Read out loud Look for words I recognize Other: Listen for words I know Look at the actions of the person talking Identify the main idea Other: When I READ in another language, it helps me to understand if I... When I HEAR in another language, it helps me to understand if I... Organize my thoughts before I write Focus on using words I know Review each sentence after I write it Draw pictures with my sentences/ phrases Other: Repeat and imitate words the teacher says Record myself on tape and listen to myself Take my time and don t hurry Other: When I WRITE in another language, it helps if I... When I SPEAK in another language, it helps me to PRONOUNCE words correctly if I... Focus on the main idea and not every detail Use lots of actions when I talk Talk about a familiar topic Use pictures or visuals Other: When I SPEAK in another language, it helps me to communicate my ideas if I... page 5

7 My Language Biography My Lanuage Goals: In the future, I would like to use my new language(s) to. Goal Goal Goal Goal Date Date Date Date page 6

8 Look What I Can Do Today! What can you do today? Color in the appropriate number of faces that match how you feel about each activity. I am just getting started. I need more work on this I feel good about this. A little more work to go! I can do this easily and well. Look at me now! I can understand when people greet each other using the phrases: Hello, How are you?, I am fine., Thank you., Goodbye! I can understand when people make introductions using the phrases: I am from., My name is., What is your name?, Where are you from?, Nice to meet you. I can recognize my name in characters. I can greet people in a polite way using phrases like: Hello, How are you?, I am fine., Thank you., Goodbye! I can introduce myself to someone using phrases like: I am from., My name is., What is your name?, Where are you from?, Nice to meet you. I can sing a song about my friends. I can write my name in characters. page 7

9 Look What I Can Do Today! What can you do today? Color in the appropriate number of faces that match how you feel about each activity. I am just getting started. I need more work on this I feel good about this. A little more work to go! I can do this easily and well. Look at me now! I can understand when people use numbers 1-10 to count friends, objects, ages and physical activity steps in dances/exercises. I can recognize numbers 1-10 written in characters and shown with visuals to count: friends, objects, ages and physical activity steps in dances/exercises. I can use the numbers 1-10 to count friends, objects, and physical activity steps in dances/exercises. I can say my age and ask others about their age using the phrases: I am years old, and How old are you? I can sing a song about searching for and counting my friends. I can label objects and pictures with numbers. page 8

10 Look What I Can Do Today! What can you do today? Color in the appropriate number of faces that match how you feel about each activity. I am just getting started. I need more work on this I feel good about this. A little more work to go! I can do this easily and well. Look at me now! I can understand when people use simple and single words to describe themselves : boy, girl, tall, short, silly, shy. I can understand when people describe themselves by hair color: blonde hair, brown hair, red hair, black hair. I can recognize some simple descriptive characters when presented with visuals: boy, girl, tall, short, silly, shy. I can answer simple questions about me like: Are you tall or short?, Do you have black hair? I can tell someone what I am like using simple phrases like: I am a boy. I am shy. I have brown hair. I can label some objects and pictures with words like: boy, girl, tall, short. page 9

11 Look What I Can Do Today! What can you do today? Color in the appropriate number of faces that match how you feel about each activity. I am just getting started. I need more work on this I feel good about this. A little more work to go! I can do this easily and well. Look at me now! I can understand and follow simple classroom commands: Look!, Listen!, Sit down!, etc. I can understand the names of basic color words: red, blue, yellow, green. I can recognize some simple color words when presented with visuals: red, blue, yellow, green. I can answer a simple question about which colors I like: Do you like red or green? I can tell someone simple one-word classroom commands: Look!, Listen!, Sit down! I can tell someone my color preferences: I like green I do not like yellow. I can label some objects and pictures for basic color words: red, blue, yellow, green. page 10

12 Look What I Can Do Today! What can you do today? Color in the appropriate number of faces that match how you feel about each activity. I am just getting started. I need more work on this I feel good about this. A little more work to go! I can do this easily and well. Look at me now! I can understand when someone identifies his/her family members and pets: Mother, father, sister, brother, dog, bird, cat, fish. I can understand when someone indicates food preference for select foods: I like apples, I do not like grapes. I can recognize some simple family, pet and food words when presented with visuals: father, mother, dog, cat, grapes, apple I can answer a simple question about which foods I like: Do you like apples or grapes? I can tell someone my family members and pets: I have a dad. I have a dog. I can tell someone my food preferences: I like apples. I do not like grapes. I can label some objects and pictures for family member, pets, and limited foods. page 11

13 Look What I Can Do Today! What can you do today? Color in the appropriate number of faces that match how you feel about each activity. I am just getting started. I need more work on this I feel good about this. A little more work to go! I can do this easily and well. Look at me now! I can understand the names of seasons of the year: spring, summer, fall, winter. I can understand when someone describes the weather that occurs during specific seasons: It is rainy in spring. I can recognize some seasons when presented with visuals. I can answer simple questions about the seasons: Is it rainy in spring? I can tell someone the weather and season: It is rainy in spring. I can label seasons on a calendar. page 12

14 Look What I Can Do Today! What can you do today? Color in the appropriate number of faces that match how you feel about each activity. I am just getting started. I need more work on this I feel good about this. A little more work to go! I can do this easily and well. Look at me now! I can understand the names of the clothing that people wear in the season of spring: In the spring I wear rain boots. I can understand when someone uses simple language to describe the colors, objects, activities and festivals associated with spring: I smell the pink flower. I run. I can recognize some objects, colors, and clothing when presented with visuals to describe spring I can answer simple questions about the objects, clothing, activities and festivals of the season of spring: Is the flower red? I can use simple phrases to tell someone the clothing, objects, activities and festivals of spring: In spring I wear boots. I run. I see green grass. I can label some objects, activities, clothing and festivals of spring. page 13

15 Look What I Can Do Today! What can you do today? Color in the appropriate number of faces that match how you feel about each activity. I am just getting started. I need more work on this I feel good about this. A little more work to go! I can do this easily and well. Look at me now! I can understand the names of the clothing that people wear in the season of summer: In the summer I wear tennis shoes. I can understand when someone uses simple language to describe the colors, objects, activities and festivals associated with summer: I smell the red flower. I run. I can recognize some objects, colors, and clothing when presented with visuals to describe summer. I can answer simple questions about the objects, clothing, activities and festivals of the season of summer: Is the flower red? I can use simple phrases to tell someone the clothing, objects, activities and festivals of summer: In summer I wear shorts. I run. I see blue water. I can label some objects, activities, clothing and festivals of summer. page 14

16 Look What I Can Do Today! What can you do today? Color in the appropriate number of faces that match how you feel about each activity. I am just getting started. I need more work on this I feel good about this. A little more work to go! I can do this easily and well. Look at me now! I can understand the names of the clothing that people wear in the season of fall: In the fall I wear a sweater. I can understand when someone uses simple language to describe the colors, objects, activities and festivals associated with fall: I smell the red apple. I run. I can recognize some objects, colors, and clothing when presented with visuals to describe fall. I can answer simple questions about the objects, clothing, activities and festivals of the season of fall: Is the leaf yellow? I can use simple phrases to tell someone the clothing, objects, activities and festivals of fall: In fall I wear a sweater. I run. I see the white bird. I can label some objects, activities, clothing and festivals of fall. page 15

17 Look What I Can Do Today! What can you do today? Color in the appropriate number of faces that match how you feel about each activity. I am just getting started. I need more work on this I feel good about this. A little more work to go! I can do this easily and well. Look at me now! I can understand the names of the clothing that people wear in the season of winter: In the winter I wear a coat. I can understand when someone uses simple language to describe the colors, objects, activities and festivals associated with winter: I hear the red fire. I run. I can recognize some objects, colors, and clothing when presented with visuals to describe winter. I can answer simple questions about the objects, clothing, activities and festivals of the season of winter: Is the snow white? I can use simple phrases to tell someone the clothing, objects, activities and festivals of winter: In winter I wear a coat. I run. I see the white snow. I can label some objects, activities, clothing and festivals of winter. page 16

18 Look What I Can Do Overall! Novice: Listening I can understand basic words and phrases about myself and my family when people speak slowly and clearly and repeat. I can follow simple classroom instructions, directions and teacher comments. I can understand basic greetings and routine phrases like please and thank you. I can understand short, simple questions about myself when people speak slowly and clearly and repeat. I can understand descriptions of objects. I can understand times and dates. I can understand main ideas from sentences about familiar topics. I can understand some simple songs, rhymes and poems. I can do this easily and well. This is one of my goals. page 17

19 Look What I Can Do Overall! Intermediate: Listening I can understand everyday words and phrases about my family, school or where I live in conversations. I can understand simple phrases, questions and information about the things I do like shopping, eating out and going to a doctor. I can understand everyday words and phrases about the things I like or do (Hobbies, pets, vacations, music, TV, movies). I can understand the main idea when I listen to simple recorded messages and announcements when I am familiar with the topic. I can follow simple directions on how to get from one place to another. I can usually identify the topic of conversation around me when people speak slowly and clearly I can usually understand the main idea of a simple news story or TV program if there are lots of pictures. I can usually understand when people talk about things that happened in the past, present or future, but I may need to hear it more than once. I can do this easily and well. This is one of my goals. page 18

20 Look What I Can Do Overall! Advanced: Listening I can understand the main ideas and many details of most conversations when people speak clearly and slowly. I can understand the main ideas of discussions on familiar topics in everyday situations when people speak clearly. I can understand long stories and presentations on familiar topics. I can understand the main idea of things I hear on the radio or on a tape/cd recording when the topic is familiar. I can usually understand the main idea of the plot of many TV programs or movies about things I like or am interested in. I can do this easily and well. This is one of my goals. page 19

21 Look What I Can Do Overall! Novice: Reading I can identify familiar names, words, and phrases in very short simple readings. I can understand words and phrases on simple, everyday public signs (exit, no smoking, danger, days of the week, opening and closing times). I can understand simple written messages and comments in the classroom ( very good, homework ). I can understand short, simple messages on greeting cards and post cards ( Best wishes, Happy Birthday ). I can understand the main ideas in reading when there are lots of pictures to help me (menus, maps, ads, signs, and posters). I can do this easily and well. This is one of my goals. page 20

22 Look What I Can Do Overall! Intermediate: Reading I can understand short, simple messages and readings that have common words about things that I know and am interested in. I can understand everyday, public signs (in stores, at the airport, on the street or in the restaurant). I can scan to find information I need when I look at things like ads, schedules, menus, phone books and brochures. I can understand instructions, directions and rules when they are written in a simple way. I can understand short, simple personal invitations, letters or s when they ask me about things I know. I can identify facts in short newspaper or magazine articles. I can understand basic information in formal letters and messages. I can understand main ideas and some details in simple poems and short readings. I can understand forms well enough to give details about myself. I can do this easily and well. This is one of my goals. page 21

23 Look What I Can Do Overall! Advanced: Reading I can Identify main ideas and many details in readings that are on familiar topics or that interest me. I can understand main ideas and some details from short magazine and newspaper articles. I can understand when pals or pen pals write about their feelings and activities. I can understand main points when someone is trying to convince me of something. I can understand the main ideas and some details in short stories. I can scan books and other complex texts and pick out information for a specific task. I can read complex texts on a variety of subjects with the aid of a dictionary. I can do this easily and well. This is one of my goals. page 22

24 Look What I Can Do Overall! I can greet people in a polite way. I can introduce myself and others. Novice: Speaking I can give the names of some people, places and objects. I can answer simple questions in a single word. I can say short sentences and phrases from memory. I can talk about things I like and dislike. I can say when I don t understand and ask people to repeat or speak slowly. I can recite simple rhymes or sing songs. I can use lots of phrases to describe myself, my family and other things. I can do this easily and well. This is one of my goals. page 23

25 Look What I Can Do Overall! Intermediate: Speaking I can ask for or give someone something. I can ask and respond to simple questions about familiar topics I can manage numbers when I talk about age, how many things people have, prices of things and the time. I can describe how I look and feel. I can use colors, shapes, sizes and locations to describe things. I can make up some of my own sentences using learned phrases. I can talk about things that have happened or are going to happen I can begin and keep a conversation going using simple sentences. I can do this easily and well. This is one of my goals. page 24

26 Look What I Can Do Overall! Advanced: Speaking I can take part in conversations on topics that are familiar or interesting to me. I can take part in a long conversation about things I know with some occasional help from others. I can talk about how I feel and respond to other people s feelings in some detail. I can ask for and give detailed information, messages, directions and explanations. I can support my opinions in a conversation with many details. I can present information with supporting details. I can do this easily and well. This is one of my goals. page 25

27 Look What I Can Do Overall! Novice: Writing I can write or copy words/characters I see on the wall, in a book or on the board. I can write some words/characters on my own. I can fill in the blanks on a form that asks for personal information I can label pictures and objects. I can create a simple brochure with pictures, words/characters and short phrases. I can do this easily and well. This is one of my goals. page 26

28 Look What I Can Do Overall! Intermediate: Writing I can fill in a simple form or questionnaire with my personal details. I can write a greeting card or simple post card. I can write a short note or message. I can create a simple brochure with pictures and short sentences. I can write short simple notes and messages. I can open and close a simple personal letter using appropriate phrases and greetings. I can write a very simple personal letter or . I can write about my daily life in simple sentences. I can write a simple summary of factual information. I can do this easily and well. This is one of my goals. page 27

29 Look What I Can Do Overall! Advanced: Writing I can write short paragraphs on topics of personal interest, using dictionaries and reference sources when I need them. I can write personal letters describing important events and expressing feelings. I can write a description of a book or movie s plot, narrate a simple story or report on an event. I can write formal letters giving or requesting detailed information I can write summaries of information from a variety of sources. I can write a fictional short story that contains the basic elements. I can write a detailed personal narrative. I can write a news report about a past or current event. I can write a persuasive letter. I can do this easily and well. This is one of my goals. page 28

30 My Language Capsule How to document items in My Language Capsule? Look at My Language Biography and then My Language Passport and choose pieces of work which show that you can do things from those lists. Put in work you do in or outside school, such as: souvenirs songs e mail messages written work photos audio or video recordings a reading record descriptions and results of project work copies of postcards, letters or e mail messages sent to a partner school examples of listening, speaking, reading, writing, games or exercises a personal word list posters reflections on ways of learning a language page 29

31 My Language Capsule What is in My Language Capsule? Date page 30

32 Dr. Steven L. Paine State Superintendent of Schools