Can you explain what level of proficiency students is expected of students for Chinese and English by grade? Through formative and summative assessments in the classrooms, STAR, Smarter Balance, and the district’s common assessment, which is performance based. Through formative and summative assessments in the classroom, STAR, Smarter Balance, and the district’s common assessment. ![]() AAPPL, a standardized language test, is also administered in 3rd and 5th grades.Ī. Students take the Chinese common assessment at the beginning of the year and at the end of the year with the middle of the year being optional from teacher to teacher. ![]() Reading thus became listening because the teachers had to read out the answers in pinyin. Utah had piloted YCT last year and the test did not accurately measure the students’ proficiency as their students were not exposed to pinyin either in the lower grade levels. We do not use HSK or YCT as these tests are not aligned with ACTFL and/or CCSS and we do not teach pinyin in the lower grades. At the BSD Chinese DL Program, proficiency is evaluated based on a series of ACTFL and CCSS standards and goals. How is Mandarin proficiency evaluated? What are the assessment tools/tests for Chinese and when are they conducted? Why wouldn’t we use something like HSK or YCT tests?Ī. The decision was made based on best practices and the trend of Chinese dual language programs across the nation at the time of the program establishment. The model was decided after consulting with two consultants who researched the nation’s Chinese dual language programs when the program first started. How was the model formulated? For example, where did the 90% come from? And why not keep 90% until 5th grade?Ī. It also allows parents to help their students at home and students to do any additional challenge should they choose to. This helps to make the teachers’ time more efficient so they’re able to focus on the lesson, differentiation, the students, rather than translating the homework. I look forward to hearing from you soon regarding this, thank you so much for your consideration and time!Ī. As discussed last year in leadership team, 3-5 grade math will be taught in Chinese but the homework will stay in English so students are exposed to the English technical terms. In my mind, getting the kids used to doing math word problems in English, recognizing key phrases/wording, will help the kids for the future standardized tests, etc. ![]() (so when she asks for help, I cannot even give her a clue as to how to work it out) I hope to attend the Principal’s Tea where the curriculum will be further discussed, however could I ask if any of the math word problems, given to the kids, are in English? I know during my childhood education, I learned to look for key English phrases and words (such as “in all”, “total”, “how many are left”, etc) to help me with the math problems. ![]() I see no numbers in these challenge problem, as they also are in Mandarin. Would optional HW mostly be completed by the students from Mandarin speaking families? I am wondering if possibly the challenge questions could be translated in English also, so that all students have a fair chance on tackling these problems? Also, I am told that these challenge questions are math problems.
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