Austin Independent School District
Advanced Placement
Vertical Teams
Curriculum Manual:
World Languages
Advanced Academic Services and World Languages
Who can take Pre-AP and AP Courses?
All students in all Austin ISD middle and high schools have access to and are
eligible to enroll in Pre-AP and AP courses. Austin ISD supports The College
Board’s Equity and Access Policy Statement.
The College Board’s Equity and Access Policy Statement
“The College Board strongly encourages educators to make equitable access a
guiding principle for their AP programs by giving all willing and academically
prepared students the opportunity to participate in AP. We encourage
educators to:
•
•
•
Eliminate barriers that restrict access to AP for students from ethnic,
racial, and socioeconomic groups that have been traditionally
underserved.
Make every effort to ensure their AP classes reflect the diversity of their
student population.
Provide all students with access to academically challenging coursework
before they enroll in AP classes.
Only through a commitment to equitable preparation and access can true
equity and excellence be achieved.”
AP World Languages Instructional Model
Pre-AP Belief Statements
What is Pre-AP? Pre-AP is a suite of K-12 professional development resources and services. Pre-AP
courses provide students with strategies and tools they need to engage in active, high-level learning to
develop the skills, habits of mind, and concepts necessary to succeed in advanced placement courses
and achieve college readiness.
In Austin ISD, we believe:
• All students can perform at rigorous academic levels. This expectation should be reflected in
curriculum and instruction throughout the school so that all students are consistently being
challenged to expand their knowledge and skills. All students should be encouraged to accept
the challenge of a rigorous academic curriculum through enrollment in advanced level and AP
courses.
•
We can prepare every student for higher intellectual engagement by starting the development
of skills and acquisition of knowledge as early as possible. The middle and high school years
provide a powerful opportunity to help all students acquire the knowledge, concepts, and skills
needed to engage in higher levels of learning.
•
It is important to have recognized standards for college-preparatory and college-level academic
work. The Texas Higher Education Coordinating Board College and Career Readiness Standards
are integrated into the state Texas Essential Knowledge and Skills (TEKS). The College Board has
curricular requirements that must be met before an AP course is authorized. While every
student is different and every teacher has unique strengths and a unique style, common
expectations in terms of topics, concepts, and skills benefit all students.
•
All students should be prepared for and have an opportunity to participate successfully in
college. Equitable access to higher education must be a guiding principle for teachers,
counselors, administrators, and policymakers. Equity means more than offering the same
opportunities; it means a willingness to do whatever is necessary to help prepare a wide variety
of students with different needs, different backgrounds, and different abilities.
•
Schools should make every effort to ensure that advanced level and AP courses reflect the
diversity of the student population. Barriers—however unintentional or complex—that limit
access to demanding courses for all students should be eliminated, particularly those for
underrepresented ethnic, racial, and socioeconomic groups.
Adapted from www.apcentral.collegeboard.com
Vertical Sequence of Courses
The following flowchart outlines the recommended sequence of courses in World Languages. Pre-AP
classes prepare students to take AP classes, and AP classes prepare students for college-level work.
French I
German I
French II
German II
Pre-AP French III
Pre-AP German III
AP French Language & Culture IV
AP German Language & Culture IV
French V
German V
French VI
German VI
French VII
German VII
Latin I
Spanish I
Latin II
Spanish II
Pre-AP Latin III
Pre-AP Spanish III
AP Latin IV
AP Spanish Language & Culture IV
Latin V
AP Spanish Literature & Culture V
Latin VI
Spanish VI
Latin VII
Spanish VII
Chinese I
Japanese I
Chinese II
Japanese II
Pre-AP Chinese III
Pre-AP Japanese III
AP Chinese Language & Culture IV
AP Japanese Language & Culture IV
Chinese V
Japanese V
Chinese VI
Japanese VI
Chinese VII
Japanese VII
American Sign Language I
Spanish for Spanish Speakers I
American Sign Language II
Spanish for Spanish Speakers II
American Sign Language III
Pre-AP Spanish III
American Sign Language IV
AP Spanish Language & Culture IV
American Sign Language V
AP Spanish Literature & Culture V
American Sign Language VI
Spanish VI
American Sign Language VII
Spanish VII
Native speakers may be scheduled for upper level courses
based on the results of a proficiency placement level exam.
The proficiency placement exam is for placement purposes
only, and will NOT constitute credit in the lower level
course(s).
Curricular Guidelines for American Sign Language
The Texas Education Agency has developed Curricular Requirements and Strands for each ASL course. These requirements
should be emphasized in the development of skills in all ASL courses.
Curricular Requirements
Novice Learners:
• understand short-signed phrases when
attending and respond expressively with
learned material;
• produce learned signs, phrases, and
sentences;
• detect main ideas in familiar material
that is signed;
• be able to transcribe ASL into English
gloss;
• recognize the importance of
communication and how it relates to the
American Deaf culture; and
• recognize the importance of acquiring
accuracy of expression.
Intermediate Learners:
• participate in simple face-to-face
communication;
• create statements and questions to
communicate independently when
signing;
• understand main ideas and some details
of signed material on familiar topics;
• understand simple signed statements and
questions and transcribe these into
written English gloss;
• meet limited practical and social
communication needs;
• use knowledge of the culture in the
development of communication skills;
• use knowledge of the components of
ASL, including grammar, to increase
accuracy of expression; and
• cope successfully in straightforward
social and survival situations.
Advanced Learners:
• participate fully in casual conversations in
culturally appropriate ways;
• explain, narrate, and describe in past,
present, and future time;
• understand main ideas and most details
of material signed on a variety of topics;
• transcribe ASL into written English gloss;
• cope successfully in problematic social
and survival situations;
• achieve an acceptable level of accuracy of
expression; and apply knowledge of
culture when communicating.
Curricular Strands
COMMUNICATION
The student communicates in ASL using expressive and receptive communication
skills. The student is expected to:
• engage in a variety of signed exchanges of learned material to socialize and to
provide and obtain information;
•
demonstrate understanding of simple, clearly signed language such as simple
stories, high-frequency commands, and brief instructions when dealing with
familiar topics;
•
present information using familiar words, phrases, and sentences to others;
and
•
demonstrate an awareness of ASL grammar, vocabulary, and
phonology/cherology.
CULTURES
The student gains knowledge and understanding of other cultures. The student is
expected to:
• demonstrate an understanding of the practices (what people do) and how they
are related to the perspectives (how people perceive things) of the cultures
studied; and
• demonstrate an understanding of the products (what people create) and how
they are related to the perspectives (how people perceive things) of the
cultures studied.
CONNECTIONS
The student uses the language to make connections with other subject areas and to
acquire information. The student is expected to:
• use resources (that may include technology) in the language and cultures being
studied to gain access to information; and
• use the language to obtain, reinforce, or expand knowledge of other subject
areas.
COMPARISONS
The student develops insight into the nature of language and culture by comparing
the student's own language and culture to another. The student is expected to:
• demonstrate an understanding of the nature of language through comparisons
of the student's own language and ASL;
• demonstrate an understanding of the concept of culture through comparisons
of the student's own culture and the American Deaf culture; and
• demonstrate an understanding of the influence of one language and culture on
another.
COMMUNITIES
The student participates in communities at home and around the world by using
languages other than English. The student is expected to:
• use the language both within and beyond the school setting through activities
such as participating in cultural events and using technology to communicate;
and
• show evidence of becoming a lifelong learner by using the language for
personal enrichment and career development.
Curricular Guidelines for Chinese
The College Board has developed Curricular Requirements for each AP course. These requirements should be emphasized in
the development of skills in Pre-AP courses. The Curriculum Strands below are reflective of state and national standards for
which the student expectations vary based on the proficiency levels of novice, intermediate and advanced.
Curricular Requirements
•
•
•
•
•
•
•
•
Demonstrate level of Chinese proficiency
across the three communicative modes:
interpretive, interpersonal, and
presentational, as articulated in
Standards for Foreign Language Learning
in the 21st Century (Standards); and at
the Intermediate level, as articulated in
the ACTFL Performance Guidelines for K12 Learners.
Use Chinese almost exclusively in class
and encourages students to do likewise.
Expose students to perspectives broader
than their immediate environment.
Assessments are frequent, varied, and
explicitly linked to the Standards' goal
areas. Prior to assigning an assessment
task, teachers share with their students
the criteria against which their
performances will be evaluated.
Choose from both conventional print and
aural materials such as textbooks,
audiovisual materials, and Web-based
content designed for language learning.
They also make use of materials generally
used by native Chinese speakers, such as
print and Web-based texts; animated
computer programs; and video-, CD-, and
DVD-based products. Teachers scaffold
students' experiences with these texts,
particularly those that would normally be
considered beyond the grasp of high
school students.
Develop both communication and
language learning strategies, such as
inferring meaning either through
sociocultural context or linguistic
features.
Plans and implements structured
cooperative learning activities to support
ongoing and frequent interpersonal
interaction, and employs a range of
instructional strategies to meet the
diverse needs of his or her learners.
Provides students with opportunities to
develop both Chinese handwriting skills
and word processing skills in Hanyu
Pinyin or Bopomofo.
Curricular Strands
COMMUNICATION
The student communicates in Chinese using the skills of listening, speaking, reading,
and writing. The student is expected to:
• engage in oral and written exchanges of learned material to socialize and to
provide and obtain information;
• demonstrate understanding of simple, clearly spoken, and written language
such as simple stories, high-frequency commands, and brief instructions when
dealing with familiar topics; and
• present information using familiar words, phrases, and sentences to listeners
and readers.
CULTURES
The student gains knowledge and understanding of other cultures. The student is
expected to:
• demonstrate an understanding of the practices (what people do) and how they
are related to the perspectives (how people perceive things) of the cultures
studied; and
• demonstrate an understanding of the products (what people create) and how
they are related to the perspectives (how people perceive things) of the
cultures studied.
CONNECTIONS
The student uses the language to make connections with other subject areas and to
acquire information. The student is expected to:
• use resources (that may include technology) in the language and cultures being
studied to gain access to information; and
• use the language to obtain, reinforce, or expand knowledge of other subject
areas.
COMPARISONS
The student develops insight into the nature of language and culture by comparing
the student's own language and culture to another. The student is expected to:
• demonstrate an understanding of the nature of language through comparisons
of the student's own language and the language studied;
• demonstrate an understanding of the concept of culture through comparisons
of the student's own culture and the cultures studied; and
• demonstrate an understanding of the influence of one language and culture on
another.
COMMUNITIES
The student participates in communities at home and around the world by using
languages other than English. The student is expected to:
• use the language both within and beyond the school setting through activities
such as participating in cultural events and using technology to communicate;
and
• show evidence of becoming a lifelong learner by using the language for
personal enrichment and career development.
Curricular Guidelines for French
The College Board has developed Curricular Requirements for each AP course. These requirements should be emphasized in
the development of skills in Pre-AP courses. The Curriculum Strands below are reflective of state and national standards for
which the student expectations vary based on the proficiency levels of novice, intermediate and advanced.
Curricular Requirements
•
•
•
•
•
•
•
•
Uses French almost exclusively in class
and encourages students to do likewise.
Chooses instructional materials that
include a variety of authentic audio and
video recordings and authentic written
texts such as newspaper and magazine
articles, as well as literary texts.
Demonstrates proficiency in spoken and
written Presentational and Interpersonal
Communication in a variety of situations
in the Intermediate to Pre-Advanced*
range.
Demonstrates ability in Interpretive
Communication to understand and
synthesize information from a variety of
authentic audio, visual, audiovisual,
written, and print resources.
Incorporates interdisciplinary topics and
explicitly addresses all six course themes:
Global Challenges, Science and
Technology, Contemporary Life, Personal
and Public Identities, Families and
Communities, and Beauty and Aesthetics.
Demonstrates an understanding of the
products, practices, and perspectives of
the target cultures.
Makes comparisons between and within
languages and cultures.
Uses the French language in real-life
settings.
Curricular Strands
COMMUNICATION
The student communicates in French using the skills of listening, speaking, reading,
and writing. The student is expected to:
• engage in oral and written exchanges of learned material to socialize and to
provide and obtain information;
• demonstrate understanding of simple, clearly spoken, and written language
such as simple stories, high-frequency commands, and brief instructions when
dealing with familiar topics; and
• present information using familiar words, phrases, and sentences to listeners
and readers.
CULTURES
The student gains knowledge and understanding of other cultures. The student is
expected to:
• demonstrate an understanding of the practices (what people do) and how they
are related to the perspectives (how people perceive things) of the cultures
studied; and
• demonstrate an understanding of the products (what people create) and how
they are related to the perspectives (how people perceive things) of the
cultures studied.
CONNECTIONS
The student uses the language to make connections with other subject areas and to
acquire information. The student is expected to:
• use resources (that may include technology) in the language and cultures being
studied to gain access to information; and
• use the language to obtain, reinforce, or expand knowledge of other subject
areas.
COMPARISONS
The student develops insight into the nature of language and culture by comparing
the student's own language and culture to another. The student is expected to:
• demonstrate an understanding of the nature of language through comparisons
of the student's own language and the language studied;
• demonstrate an understanding of the concept of culture through comparisons
of the student's own culture and the cultures studied; and
• demonstrate an understanding of the influence of one language and culture on
another.
COMMUNITIES
The student participates in communities at home and around the world by using
languages other than English. The student is expected to:
• use the language both within and beyond the school setting through activities
such as participating in cultural events and using technology to communicate;
and
• show evidence of becoming a lifelong learner by using the language for
personal enrichment and career development.
Curricular Guidelines for German
The College Board has developed Curricular Requirements for each AP course. These requirements should be emphasized in
the development of skills in Pre-AP courses. The Curriculum Strands below are reflective of state and national standards for
which the student expectations vary based on the proficiency levels of novice, intermediate and advanced.
Curricular Requirements
•
•
•
•
•
•
•
•
Uses German almost exclusively in class
and encourages students to do likewise.
Chooses instructional materials that
include a variety of authentic audio and
video recordings and authentic written
texts such as newspaper and magazine
articles, as well as literary texts.
Demonstrates proficiency in spoken and
written Presentational and Interpersonal
Communication in a variety of situations
in the Intermediate to Pre-Advanced*
range.
Demonstrates ability in Interpretive
Communication to understand and
synthesize information from a variety of
authentic audio, visual, audiovisual,
written, and print resources.
Incorporates interdisciplinary topics and
explicitly addresses all six course themes:
Global Challenges, Science and
Technology, Contemporary Life, Personal
and Public Identities, Families and
Communities, and Beauty and Aesthetics.
Demonstrates an understanding of the
products, practices, and perspectives of
the target cultures.
Makes comparisons between and within
languages and cultures.
Uses the German language in real-life
settings.
Curricular Strands
COMMUNICATION
The student communicates in German using the skills of listening, speaking, reading,
and writing. The student is expected to:
• engage in oral and written exchanges of learned material to socialize and to
provide and obtain information;
• demonstrate understanding of simple, clearly spoken, and written language
such as simple stories, high-frequency commands, and brief instructions when
dealing with familiar topics; and
• present information using familiar words, phrases, and sentences to listeners
and readers.
CULTURES
The student gains knowledge and understanding of other cultures. The student is
expected to:
• demonstrate an understanding of the practices (what people do) and how they
are related to the perspectives (how people perceive things) of the cultures
studied; and
• demonstrate an understanding of the products (what people create) and how
they are related to the perspectives (how people perceive things) of the
cultures studied.
CONNECTIONS
The student uses the language to make connections with other subject areas and to
acquire information. The student is expected to:
• use resources (that may include technology) in the language and cultures being
studied to gain access to information; and
• use the language to obtain, reinforce, or expand knowledge of other subject
areas.
COMPARISONS
The student develops insight into the nature of language and culture by comparing
the student's own language and culture to another. The student is expected to:
• demonstrate an understanding of the nature of language through comparisons
of the student's own language and the language studied;
• demonstrate an understanding of the concept of culture through comparisons
of the student's own culture and the cultures studied; and
• demonstrate an understanding of the influence of one language and culture on
another.
COMMUNITIES
The student participates in communities at home and around the world by using
languages other than English. The student is expected to:
• use the language both within and beyond the school setting through activities
such as participating in cultural events and using technology to communicate;
and
• show evidence of becoming a lifelong learner by using the language for
personal enrichment and career development.
Curricular Guidelines for Japanese
The College Board has developed Curricular Requirements for each AP course. These requirements should be emphasized in
the development of skills in Pre-AP courses. The Curriculum Strands below are reflective of state and national standards for
which the student expectations vary based on the proficiency levels of novice, intermediate and advanced.
Curricular Requirements
•
•
•
•
•
•
•
•
Demonstrates level of Japanese
proficiency across the three
communicative modes: interpretive,
interpersonal, and presentational, as
articulated in Standards for Foreign
Language Learning in the 21st Century
(Standards); and at the Intermediate
level, as articulated in the ACTFL
Performance Guidelines for K-12
Learners.
Use Japanese almost exclusively in class
and encourages students to do likewise.
Expose students to perspectives broader
than their immediate environment.
Assessments are frequent, varied, and
explicitly linked to the Standards' goal
areas. Prior to assigning an assessment
task, teachers share with their students
the criteria against which their
performances will be evaluated.
Choose from both conventional print and
aural materials such as textbooks,
audiovisual materials, and Web-based
content designed for language learning.
They also make use of materials generally
used by native Japanese speakers, such
as print and Web-based texts; animated
computer programs; and video-, CD-, and
DVD-based products. Teachers scaffold
students' experiences with these texts,
particularly those that would normally be
considered beyond the grasp of high
school students.
Develop both communication and
language learning strategies, such as
inferring meaning either through
sociocultural context or linguistic
features.
Plans and implements structured
cooperative learning activities to support
ongoing and frequent interpersonal
interaction, and employs a range of
instructional strategies to meet the
diverse needs of his or her learners.
Provides students with frequent
opportunities to conduct Web searches,
word process, and e-mail in Japanese.
Curricular Strands
COMMUNICATION
The student communicates in Japanese using the skills of listening, speaking,
reading, and writing. The student is expected to:
• engage in oral and written exchanges of learned material to socialize and to
provide and obtain information;
• demonstrate understanding of simple, clearly spoken, and written language
such as simple stories, high-frequency commands, and brief instructions when
dealing with familiar topics; and
• present information using familiar words, phrases, and sentences to listeners
and readers.
CULTURES
The student gains knowledge and understanding of other cultures. The student is
expected to:
• demonstrate an understanding of the practices (what people do) and how they
are related to the perspectives (how people perceive things) of the cultures
studied; and
• demonstrate an understanding of the products (what people create) and how
they are related to the perspectives (how people perceive things) of the
cultures studied.
CONNECTIONS
The student uses the language to make connections with other subject areas and to
acquire information. The student is expected to:
• use resources (that may include technology) in the language and cultures being
studied to gain access to information; and
• use the language to obtain, reinforce, or expand knowledge of other subject
areas.
COMPARISONS
The student develops insight into the nature of language and culture by comparing
the student's own language and culture to another. The student is expected to:
• demonstrate an understanding of the nature of language through comparisons
of the student's own language and the language studied;
• demonstrate an understanding of the concept of culture through comparisons
of the student's own culture and the cultures studied; and
• demonstrate an understanding of the influence of one language and culture on
another.
COMMUNITIES
The student participates in communities at home and around the world by using
languages other than English. The student is expected to:
• use the language both within and beyond the school setting through activities
such as participating in cultural events and using technology to communicate;
and
• show evidence of becoming a lifelong learner by using the language for
personal enrichment and career development.
Curricular Guidelines for Latin
The College Board has developed Curricular Requirements for each AP course. These requirements should be emphasized in
the development of skills in Pre-AP courses. The Curriculum Strands below are reflective of state and national standards for
which the student expectations vary based on the proficiency levels of novice, intermediate and advanced.
Curricular Requirements
•
•
•
•
•
Enables students to complete the entire
required reading list (as delineated in the
AP Latin Course Description).
Provides students frequent opportunities
to practice reading and translating as
literally as possible from Latin into
English the required passages from
Vergil's Aeneid. All required passages are
read in Latin; the entire Aeneid is read in
English.
Provides students frequent opportunities
to practice written analysis and critical
interpretation of Vergil's Aeneid,
including appropriate references to the
use of stylistic and metrical techniques by
Vergil.
Examines the historical, social, cultural,
and political context of Vergil's Aeneid.
Provides frequent practice in reading
Latin at sight.
Curricular Strands
COMMUNICATION
The student of classical languages uses the skills of listening, speaking, reading, and
writing to reinforce the skill of reading. The student is expected to:
• engage in oral and written exchanges of learned material to socialize and to
provide and obtain information;
• demonstrate understanding of simple, clearly spoken, and written language
such as simple stories, high-frequency commands, and brief instructions when
dealing with familiar topics; and
• present information using familiar words, phrases, and sentences to listeners
and readers.
CULTURES
The student gains knowledge and understanding of other cultures. The student is
expected to:
• demonstrate an understanding of the practices (what people do) and how they
are related to the perspectives (how people perceive things) of the cultures
studied; and
• demonstrate an understanding of the products (what people create) and how
they are related to the perspectives (how people perceive things) of the
cultures studied.
CONNECTIONS
The student uses the language to make connections with other subject areas and to
acquire information. The student is expected to:
• use resources (that may include technology) in the language and cultures being
studied to gain access to information; and
• use the language to obtain, reinforce, or expand knowledge of other subject
areas.
COMPARISONS
The student develops insight into the nature of language and culture by comparing
the student's own language and culture to another. The student is expected to:
• demonstrate an understanding of the nature of language through comparisons
of the student's own language and the language studied;
• demonstrate an understanding of the concept of culture through comparisons
of the student's own culture and the cultures studied; and
• demonstrate an understanding of the influence of one language and culture on
another.
COMMUNITIES
The student participates in communities at home and around the world by using
languages other than English. The student is expected to:
• use the language both within and beyond the school setting through activities
such as participating in cultural events and using technology to communicate;
and
• show evidence of becoming a lifelong learner by using the language for
personal enrichment and career development.
Curricular Guidelines for Spanish
The College Board has developed Curricular Requirements for each AP course. These requirements should be emphasized in
the development of skills in Pre-AP courses. The Curriculum Strands below are reflective of state and national standards for
which the student expectations vary based on the proficiency levels of novice, intermediate and advanced.
Curricular Requirements
•
•
•
•
•
•
•
•
Uses Spanish almost exclusively in class
and encourages students to do likewise.
Chooses instructional materials that
include a variety of authentic audio and
video recordings and authentic written
texts such as newspaper and magazine
articles, as well as literary texts.
Demonstrates proficiency in spoken and
written Presentational and Interpersonal
Communication in a variety of situations
in the Intermediate to Pre-Advanced*
range.
Demonstrates ability in Interpretive
Communication to understand and
synthesize information from a variety of
authentic audio, visual, audiovisual,
written, and print resources.
Incorporates interdisciplinary topics and
explicitly addresses all six course themes:
Global Challenges, Science and
Technology, Contemporary Life, Personal
and Public Identities, Families and
Communities, and Beauty and Aesthetics.
Demonstrates an understanding of the
products, practices, and perspectives of
the target cultures.
Makes comparisons between and within
languages and cultures.
Uses the Spanish language in real-life
settings.
For students in Spanish for
Spanish Speakers courses, their
studies will culminate into the
same Advanced Placement
courses as non-native speakers.
Curricular Strands
COMMUNICATION
The student communicates in Spanish using the skills of listening, speaking, reading,
and writing. The student is expected to:
• engage in oral and written exchanges of learned material to socialize and to
provide and obtain information;
• demonstrate understanding of simple, clearly spoken, and written language
such as simple stories, high-frequency commands, and brief instructions when
dealing with familiar topics; and
• present information using familiar words, phrases, and sentences to listeners
and readers.
CULTURES
The student gains knowledge and understanding of other cultures. The student is
expected to:
• demonstrate an understanding of the practices (what people do) and how they
are related to the perspectives (how people perceive things) of the cultures
studied; and
• demonstrate an understanding of the products (what people create) and how
they are related to the perspectives (how people perceive things) of the
cultures studied.
CONNECTIONS
The student uses the language to make connections with other subject areas and to
acquire information. The student is expected to:
• use resources (that may include technology) in the language and cultures being
studied to gain access to information; and
• use the language to obtain, reinforce, or expand knowledge of other subject
areas.
COMPARISONS
The student develops insight into the nature of language and culture by comparing
the student's own language and culture to another. The student is expected to:
• demonstrate an understanding of the nature of language through comparisons
of the student's own language and the language studied;
• demonstrate an understanding of the concept of culture through comparisons
of the student's own culture and the cultures studied; and
• demonstrate an understanding of the influence of one language and culture on
another.
COMMUNITIES
The student participates in communities at home and around the world by using
languages other than English. The student is expected to:
• use the language both within and beyond the school setting through activities
such as participating in cultural events and using technology to communicate;
and
• show evidence of becoming a lifelong learner by using the language for
personal enrichment and career development.
AP World Languages Vertical Team Strategies
SLA
(Second Language Acquisition)
TPR (Total Physical Response)
Memory can be influenced through association with physical movement in which
actions can reinforce comprehension and retention of content items.
http://www.tpr-world.com/
TPRS (Teaching Proficiency through Reading and Storytelling)
Reading and storytelling combine to help students learn vocabulary and grammatical
structures using questioning and gesturing strategies.
http://www.blaineraytprs.com/
Instructional Roles
Teacher:
Demonstration/modeling
Student:
Observe, attempt, practice,
refine
Concept Mapping
Students visualize how knowledge is organized and how
ideas are connected.
KWL
What We
Know
What we
want to
know
Students build on prior knowledge and
develop predicting skills.
Venn Diagram
Unique
Characteristics
Shared
Charasteristics
Unique
Characteristics
Students focus on similarities and differences within and
among languages and cultures.
Flowchart
Students work on logical and sequential thinking.
Looks
like...
T-Chart
Teacher:
Lecture
Student:
Listen, watch, take notes,
question
Teacher:
Concept attainment
Student:
Compare, induce, define,
generalize
What we
learned
Sounds
like...
Students clarify and categorize central concepts or ideas.
GS (Gouin Series)
Students acquire language in the natural order by
listening first to a series of five or more sentences
of chunks of content through which vocabulary,
grammar or content can be taught.
http://gouinseries.com/
Teacher:
Graphic representation
Student:
Visualize, connect, map
relationships
Teacher:
Guided inquiry
Student:
Question, research,
conclude, support
Teacher:
Socratic seminar
Student:
Consider, explain,
challenge, ,justify
Teacher:
Writing process
Student:
Brainstorm, organize, draft,
revise
Teacher:
Feedback/conferencing
Student:
Listen, consider, practice,
retry, refine
Cornell Notes
Key Points
TOPIC
Comprehensible and compelling input provided in
low anxiety situations and at one level beyond
their linguistic competence will help students
acquire language naturally.
http://www.sk.com.br/sk-krash.html
Notes on Key
Points
Summary Space
Students condense and organize notes to help
with increased understanding of the topic.
Bloom’s Taxonomy Activities
Knowledge:
Make a list of the main events of the story.
Make a time line of events.
Make a facts chart.
Make an acrostic.
Recite a poem.
Comprehension:
Cut out, or draw pictures to show a particular event.
Make a cartoon strip showing the sequence of events.
Write and perform a play based on the story.
Application:
Make a diorama to illustrate an event.
Take a collection of photographs to demonstrate a particular
point.
Make up a puzzle game.
Analyze:
Design a questionnaire to gather information.
Write a commercial to sell a new product
Make flow chart to show the critical stages.
Construct a graph to illustrate selected information.
Evaluate:
Invent a machine to do a specific task.
Give it a name and plan a marketing campaign.
Write about your feelings in relation to...
Write a TV show play, puppet show, role play, song or
pantomime about...
Design a record, book or magazine cover for...
Sell an idea
Devise a way to...
Synthesize:
Conduct a debate about an issue of special interest.
Make a booklet about five rules you see as important.
Form a panel to discuss views.
Differentiation of Instruction for Advanced Level Learners
is a teacher’s response to learner’s needs
guided by general principles of differentiation, such as…
RESPECTFUL TASKS
ONGOING ASSESSMENT,
ADJUSTMENT
FLEXIBLE GROUPING.
Teachers can differentiate the…
CONTENT
PROCESS
(what is taught)
PRODUCT
(how it is taught)
(what is learned)
of the lesson according to the student’s…
READINESS
(student academic level)
INTEREST
(what the student wants to study)
LEARNING STYLES
(how the student learns best)
by using a range of instructional and management strategies, such as
•
•
•
•
•
•
•
•
•
•
Multiple intelligences and entry points into
learning
Advanced organizers and foldables
Advanced leveled texts and supplementary
materials
Literature circles
Socratic Questioning
Philosophical Chairs
Tiered lessons and products
Learning contracts
Investigations and research opportunities
Technology integration
•
•
•
•
•
•
•
•
•
•
Independent study and research
Gallery walks
Interest learning centers and stations
Higher level questioning
Academic competitions
Intellectual mentors
Entrepreneurship
21st Century Learning Skills
Compacting Instruction
Academic readiness, interest, and learning
style small groups
that are at an appropriate level of depth, complexity, and pacing
to engage advanced level learners.
Expanded from Tomlinson, Carol A. (1999). The
differentiated classroom: Responding to the needs
of all learners. ASCD: Alexandria, VA.
Differentiation Resources
Blaz, Deborah (2006) Differentiated Instruction: A Guide for Foreign Language Teachers.
ISBN 978-1596670204
Theisen, Toni (1999) Differentiated Instruction in the Foreign Language Classroom: Meeting the Diverse Needs of All
Learners.
www.sedl.org/loteced/communique/n06.pdf
Tomlinson, Carol Ann (2004) How to Differentiate Instruction in Mixed Ability Classrooms.
ISBN 978-0131195004
Tomlinson, Carol Ann (1999) The Differentiated Classroom: Responding to the Needs of All Learners.
ISBN 978-0131195028
Tomlinson, Carol Ann and Jay McTighe (2006) Integrating Differentiated Instruction and Understanding by Design:
Connecting Content and Kids.
ISBN 978-1416602842
Pre-AP and AP Resources
AP Course Audit Tutorial
Digital presentation explaining the AP Course Audit process for teachers newly assigned an AP course.
http://archive.austinisd.org/academics/curriculum/gt/AP_Course_Audit/player.html
Teacher Corner for Pre-AP
This website contains information and teaching tips for Pre-AP courses. Visit the Course Home Pages for additional
information about each AP course, the Teachers' Resources area for reviews of teaching materials, and the Exam
Questions pages for detailed information about each exam.
http://apcentral.collegeboard.com/apc/public/preap/teachers_corner/index.html
AP Course Guides
The AP Course Guides provide the most up-to-date information about each course and exam and are published by the
College Board. These course guides are helpful for the Vertical Team as they outline the capstone course’s expectation.
http://curriculum.austinisd.org/adv_ac/AP/curriculum.html
College Board Electronic Discussion Group
AP Central offers Web-based threaded discussion groups for many AP courses and roles. This feature gives you the
ability to post and view messages online for the discussion group.
http://apcentral.collegeboard.com/apc/public/homepage/7173.html
Online Score Reports for Campuses
Log in required. Access a wide variety of reports regarding student performance on AP exams.
https://scores.collegeboard.com/pawra/home.action
Pre-AP/AP Professional Development Plan
Initial Pre-AP/AP Summer Institute
AP Course Audit (AP teachers only)
5-year training renewal of
Pre-AP/AP Summer Institute
Pre-AP/AP Summer
Institute
1- or 2-day Pre-AP/AP
Workshops
AP Exam Reader
College Board
Consultant
NOTES