DreamHouse我梦想中的家.PDFVIP

Arabic
and
Chinese
Extended
Sequences
(ACES)
Program
 
 
 Dream House Integrated Performance Assessment Chinese, Level 3, Northeast Middle School, Mid-Year This
Integrated
Performance
Assessment
was
developed
as
part
of
the
 Minneapolis
Public
Schools’
ACES
Project
(Arabic
and
Chinese
Extended
 Sequences).
The
project
was
funded
with
a
FLAP
(Foreign
Language
Assistance
Project)
grant
from
2008‐2012.
The
purpose
of
the
grant
was
to:
 develop
high
quality,
articulated
language
instruction,
curriculum,
and
assessments
for
Arabic
and
Chinese
in
K‐12
programs;
provide
high
 quality
professional
development
for
teachers
of
Arabic
and
Chinese;
and
establish
model
articulated
programs
in
Arabic
and
Chinese
in
grades
 K‐12.

 
 The
ACES
Project
created
new
course‐level
curriculum
maps,
benchmarks,
and
thematic
units
with
integrated
performance
assessments
for
 Arabic
and
Chinese
in
Minneapolis,
based
on
the
Understanding
by
Design
framework,
(Wiggins
and
McTighe,
2005).
This
curriculum
design
 model
allowed
ACES
project
teachers
to
develop
curriculum
that
integrates
an
interdisciplinary,
content‐based
approach
that
incorporates
the
 National
Standards
for
Foreign
Language
Learning,
(ACTFL,
1996).
The
themes,
topics,
and
benchmarks
are
articulated
to
facilitate
students’
 proficiency
development
over
a
course
of
language
learning
in
grades
K‐12.
The
project
benchmarks
were
adopted
and