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Baseline data gathered during 2014–15 showed 5th grade students reached a 58% passing rate, aiming to reach 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project's goal was to increase Chinese language proficiencymeasured by an important Chinese proficiency test entitled the HànyǔShuǐpíng Kǎoshì(HSK)Test.This test is required for anyone wishing to study in China and involves themastery of 1,200 characters and basic Chinese language forms and functions.Immersioninstruction however,focuses primarily on teaching core standards in math,science,socialstudies,and language arts in a target language.Language proficiency is a by product ofthe instruction and not necessarily the sole focus,as in a typical foreign language course.In order to maximize student language proficiency in the language proficiency test,thetest vocabulary must be integrated into the core curriculum and instruction.  \nThe project facilitated the integration of the HSK Level IV vocabulary and languageform and function across multiple grade levels and curricular areas.The work began inthe 2014-15 school year with the testing elements covered during 5th grade instruction.During the summer of 2015 these elements are to be integrated across the grade levels.  \nBase data has been collected.In the spring of 20145h grade students passed theHSK IV test at a 58%passing rate.The spring of 2015 results are still not available forreview however the increased attention and integration of preparation should have apositive effect.  \nVision:Students will increase their passing rate on the HSK IV test from 58%to 85%.  \nBackground/Context:Parents enrolling their children in the Chinese ImmersionProgram do so for a variety of reasons.Some wish to give their Chinese heritage childthe gift of their mother tongue,some wish them simply to become proficient in anotherlanguage,while others want to give their child an advantage in more educationalopportunities or help them in their future profession.Whatever their motivations,studentopportunities involving proficiency in Mandarin are at the core of their reasoning.  \nStudents wishing to study in China must take Chinese proficiency tests administered onbehalf of Hanban and designed by Hanban.The two main tests used are the YouthChinese Test (YCT)and the HànyǔShuǐpíng Kǎoshì(HSK)Test.These are the only twotests recognized by Chinese higher education institutes for admittance.This is a veryimportant point because many of the significant opportunities Chinese fluency offers,require study in Chinese Universities.Any student studying in China,regardless of thesubject area,must take the HSK test for admittance and reach pre-determined proficiencylevels.However what is not obvious is how these tests may be required for opportunitiesin the United States as well.  \nWhat we did:  \n# 2014-15 School Year,HSK Bi-weekly Instruction and Practice\n\nThe HSK-required linguistic strategies were divided into 15 bi-weekly lessons,includingtwo listening skills lessons,two vocabulary strategy lessons,three paragraph structure lessons,three reading comprehension lessons,and four sentence structure lessons.Students were given a50-minute lesson every two weeks,and were assigned skill-practice homework based on thegiven lesson.  \n## HSK vocabulary\n\nThe HSK IV test contains 1,200 vocabulary words.The 1,200 vocabulary characters weredivded into 15vocabulary lists.Beginning in January,students were assigned 50-100 vocabularywords each week to review and practice the unfamiliar words.After reviewing all the vocabulary,students made flash cards to practice the hardest words on the HSK list.  \nThrough these activities,most students improved both in their Chinese language andliterature skills.The bi-weekly lessons helped students recognize grammatical phenomena thatonly exists in the Chinese language.Their reading comprehension skills and language usage skillswere also improved by enlarged vocabulary and continuous practice.  \nSummer 2015  \nHSK curriculum expanding to grades K-5  \nNext year,the instruction will expand and improve","cbCaill95CTAv4Ei","https://ap.wps.com/l/cbCaill95CTAv4Ei","pdf",131455,"English","# 2014-15 School Year, HSK Bi-weekly Instruction and Practice\n## HSK vocabulary\n# Summer 2015\n## HSK curriculum expanding to grades K-5\n# Vision, Background/Context, What We Did, What We Found Out, Implications","[{\"question\":\"What was the project’s main goal?\",\"answer\":\"Increase students’ Chinese language proficiency as measured by the HSK Level IV test.\"},{\"question\":\"How was HSK practice implemented during the 2014–15 school year?\",\"answer\":\"HSK-required strategies were split into 15 bi-weekly lessons, each supported by skill-practice homework.\"},{\"question\":\"What change was planned for Summer 2015 and beyond?\",\"answer\":\"Expand the HSK curriculum to grades K-5 and strengthen daily integration by adding HSK vocabulary and reading practice while adjusting other lesson content.\"}]","Increasing Student Success in the Chinese Language - HSK Integration Plan | PDF"]