Selecting Teaching Materials for Standard Based Curriculum: Based on - - PowerPoint PPT Presentation
Selecting Teaching Materials for Standard Based Curriculum: Based on ILR/ACTFL Text Typology AATK Teacher Training Workshop June 19, 2014 Sahie Kang Outline 1. Three elements that comprise the Passage Rating Triangle ILR/ACTFL Proficiency Level
4
5
6
ACTFL/ILR LEVEL DESCRIPTIONS TEXT MODES TARGET LANGUAGE
TEXT LEVEL
7
– ACTFL/ILR PROFICIENCY DESCRIPTORS FOCUS ON…
– TEXT MODES FOCUS ON …
PERSPECTIVE
predictable, loosely connected texts. Read‐ ers rely heavily on contextual clues. They can most easily understand information if the format of the text is familiar, such as in a weather report or a social announcement.
information such as that found in announcements, notices, and online bulletin boards and forums. These texts are not complex and have a predictable pattern of
is minimally connected and primarily organized in individual sentences and strings
straightforward texts. They are able to understand mes‐ sages found in highly familiar, everyday contexts. At this level, readers may not fully understand texts that are detailed or those texts in which knowledge of language structures is essential in order to understand sequencing, time frame, and chronology.
supporting details of authentic narrative and descriptive texts. Readers are able to compensate for limitations in their lexical and structural knowledge by using contextual clues. Comprehension is likewise supported by knowledge of the conventions of the language (e.g., noun/adjective agreement, verb placement, etc.). When familiar with the subject matter, Advanced‐level readers are also able to derive some meaning from straightforward argumentative texts (e.g., recognizing the main argument).
predictable structure. For the most part, the prose is uncomplicated and the subject matter pertains to real‐world topics of general interest.
read subject matter that is new to them. They have suf‐ ficient control of standard linguistic conventions to understand sequencing, time frames, and chronology. However, these readers are likely challenged by texts in which issues are treated abstractly.
dealing with a wide range of subjects, both familiar and unfamiliar. Comprehension is no longer limited to the reader’s familiarity with subject matter, but also comes from a command of the language that is supported by a broad vocabulary, an understanding of complex structures and knowledge of the target cul‐ ture. Readers at the Superior level can draw inferences from textual and extralinguistic clues.
vocabulary and complex grammatical structures. These texts feature argumentation, supported opinion, and hypothesis, and use abstract linguistic formulations as encountered in academic and profes‐ sional reading. Such texts are typically reasoned and/or analytic and may frequently contain cultural references.
academic, or literary nature. In addition, readers at the Superior level are generally aware of the aesthetic properties of language and of its literary styles, but may not fully understand texts in which cultural references and assumptions are deeply embedded.
many genres including professional, technical, academic, and literary. These texts are characterized by one or more of the following: a high level of abstraction, precision or unique‐ ness of vocabulary; density of information; cultural reference;
information, tone, and point of view and can follow highly persuasive arguments. They are able to understand unpre‐ dictable turns of thought related to sophisticated topics.
specific audiences as well as a number of histori‐ cal, regional, and colloquial variations of the language. These readers are able to appreciate the richness of written language. Distinguished‐level readers understand and appreciate texts that use highly precise, low‐frequency vocabulary as well as complex rhetorical structures to convey subtle or highly specialized information. Such texts are typically essay length but may be excerpts from more lengthy texts.
framework and are able to understand a writer’s use of nuance and subtlety. However, they may still have difficulty fully understanding certain nonstandard varieties of the written language.
13
TEXT MODES TEXT TYPES CLIFFORD’S Special Purpose Mode – L5 Highly appropriate words/phrases, Unique Structures Highly idiosyncratic, culturally dense texts CHILD’S Projective Mode – L4 Unpredictable turns of thought, Read Beyond the Lines Opinion pieces on highly abstract concepts, literary pieces CHILD’S Evaluative Mode – L3 Suasion, Hypothesis, Reading Between the Lines Editorial pieces, technical reports CHILD’S Instructive Mode – L2 Facts are Conveyed for Informative Purposes, Details (news) News from the media CHILD’S Orientation Mode – L1 Loosely
Announcements, notices CLIFFORD’S Formulaic /Lowe’s Enumerative Mode– L0+ Isolated Words/Phrases - Contextual and Visual Support Short texts, such as lists, weather forecasts
14
15
16
갤러리에서 'DMZ(비무장 지대) 60주년 사진전'을 연다. 한국 근대사의 아픈 역사의 현장인 DMZ는 1953년 7월 27일 설치됐으며 올해로 꼭 60주년을 맞았다. 이번 전시에서는 세계 최고의 사진 작가들이 공동으로 운영하는 세계 사진 거장 협회인 '매그넘' 회원 작가, 이경모 등 한국의 역사적인 순간을 기록해온 유명 사진 작가들의 작품 68점이 전시된다.
17
18
persons, places and things; narration of current, past and future events; news items describing frequently recurring events; simple technical material for the general reader
factual questions about texts
familiar subjects that are normally presented in a predictable sequence that aids the reader in understanding. May be slow and misunderstand some information.
19
20
현직 경찰관이 음주운전 교통사고를 낸 사실이 뒤늦게 알려졌다. 2일 진안경찰서 등에 따르면 이 경찰서 소속 유모 경사(44)는 지난달 31일 오전 1시5 전북 전주시 덕진구 덕진동 영무예다음아파트 앞길에서 자신의 투싼 승용차를 운전 송천동 방향으로 가던 중 앞서 가던 택시를 들이받았다. 유 경사는 또 택시를 들이받 길가에 주차돼 있던 4.5톤 화물차를 들이받았다. 택시 또한 충격으로 앞으로 밀리면 주차돼 있던 옵티마 승용차를 들이받은 것으로 알려졌다. 조사 결과 유 경사는 앞서 가던 택시가 손님을 태우기 위해 갑자기 서자 브레이크를 밟았으나, 눈길에 차가 미끌리면서 사고를 낸 것으로 밝혀졌다. 또 사고 당시 유 경사 혈중알코올농도 0.103%의 만취 상태에서 차량을 운전했던 것으로 드러났다. 택시를 제외한 피해 차량들은 모두 주차된 상태여서 별다른 인명피해는 없었다. 택 또한 특별한 부상을 입진 않은 것으로 알려졌다. 유 경사는 사고 직후 통증을 호소하 병원에 이송됐으나, 별다른 이상 없이 곧바로 퇴원한 것으로 전해졌다. 유 경사는 조사과정에서 "초등학교 동창들과 송년회를 가진 뒤 귀가하던 중 사고가 났다"고 말 것으로 알려졌다. 경찰은 유 경사를 대기발령 조치했으며, 조만간 징계위원회를 열어 징계 수위를 결 예정이다.
21
i) FACTUAL INFORMATION PLUS ABSTRACT CONCEPTS ii) FACTUAL EVENTS WITH DIFFICULT TOPIC/LEXICON iii) FACTUAL EVENTS THAT HAVE A “TWIST”
22
subjects; news, informational and editorial items in major periodicals for educated native readers; material in professional specialty; abstract concepts on topics such as economics, culture, science.
clarification, various forms of elaboration; relate ideas, understand implicit information; distinguish between various stylistic levels; recognize humour, emotional overtones.
unusually complex structure, low frequency idioms or a high degree of cultural knowledge embedded in the language.
23
24
For Craig Meriweather, born into what he wryly calls the equestrian class, his book “The Class System in America”, is in some measure self‐examination as well as social criticism. “I came to imagine,” he writes, “that I was born to ride in triumph, and others were born to stand smiling in the streets and waive their hats.” “There’s an element of exorcism in my examination of the topic,” he said in a telephone interview from his office at Carter’s magazine. “Like many other people, I’m not immune to the seductions of money and wealth. So if questions of money and celebrity become secondary, become like superstition, if money isn’t a hard wall of fact, then I’m freed to be more contemplative. According to Mr. Meriweather, America’s wealth‐equals‐worth formula is the root
not an economist or a politician,” he said, “but I do know…we’re going to need more humor than is now evident.” “Americans, Mr. Meriweather suggests, would do well to look at money as commodity, “like pork bellies”. Beyond this, he has few answers. The writer’s role, he says, “is one of commentary and observation, and not trying to save the country.”
교육 강화 방안'을 발표했다. 발표 효과를 높이기 위해서인지 부랴부랴 회견 장소를 국립중앙박물관 로비로 바꿨다. 고교 한국사는 2009년'학습 부담을 줄인다'는 이유로 필수에서 선택으로 바뀌었는데, 정부는 이걸 되돌린다는 발표를 대단한 교육적 결단인 듯 포장했다. 하지만 당시 전국 2300여개 고교 중 한국사를 가르치지 않는 학교는 한 곳도 없었다. 쉽게 말해 그 발표는 '쇼'에 불과했다. 답답한 마음에 질문했다. "고교 교육이 입시 위주로 이뤄지는 현실에서, 수능에서 필수 과목이 되지 않는 한 이런 조치는 무의미한 것이 아닌가?" 당시 교과부 장관은 "현장 체험학습을 강화해 학생들이 즐겁게 한국사를 배울 수 있도록 하겠다"는 동문서답을 했다. 그로부터 2년 넘게 흘렀다. '즐겁게 배우도록 하겠다'는 장관의 말이 공염불이었음을 증명하기엔 충분한 시간이었다. 집중이수제가 도입되면서 한국사를 한두 학기 만에 '벼락치기'로 가르치는 학교가 늘어났다. 일주일에 5시간씩 몰아서 1학년 1학기에 다 끝내는 학교도 있다. 교사들은 "재미있게 가르치고 싶어도 진도 때문에 불가능하다"고 하소연하고, 학생들은 "수능에서 한국사를 필수로 요구하는 서울대에 지원하지 않는다면 배울 필요가 없지 않으냐"고 항변한다. 정말 역사에 관심이 많아 한국사를 선택하려고 해도, 서울대 지망생과는 도저히 '게임'이 되지 않아 좌절하는 학생도 많다. 최근 대통령이 "이렇게 중요한 과목은 평가 기준에 넣어야 한다"고 말한 이후로 한국사 과목의 수능 필수 문제가 다시 논란의 대상이 됐다. 그러나 역사 교육이 지금처럼 엉망이 된 결정적인 계기가 2005학년도 수능이었다는 것만큼은 명백하다. 이때 국사 과목을 공통필수에서 인문계 선택으로 바꾸자,국사 응시자 비율은 100%에서 27.7%로