TPRS® Beginning Workshop 2012

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teachforjune's Beginning TPRS® Workshop 2012.

We cover an introduction to TPRS®, the 3 steps of TPRS®, how to create a TPRS® lesson plan, what a typical week in a TPRS® classroom looks like, grading & assessment, and curriculum planning.

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TPRS® Beginning Workshop 2012

  1. 1. TPRS® Story-based A different kind of professional development.™ Immersion Scott Benedict scott@teachforjune.com2012 teachforjune.com
  2. 2. slideshare.net/ teachforjune download presentation and additional handout
  3. 3. For great support after the workshop is done, join one (or both) of the following groups: moreTPRS Listserve groups.yahoo.com/subscribe/moretprs tprstalk.com Forum or email me @ scott@teachforjune.com For a complete list of real, classroom demos, visit: vimeo.com/teachforjune
  4. 4. How confident are you that your students canspeak spontaneously for30 seconds in the target language at the end of the year?
  5. 5. Or that your students could write a 100-wordstory in 5 minutes or less?
  6. 6. 1 in 4 Americans can hold a conversation in a second language.http://www.gallup.com/poll/1825/about-one-four-americans-can-hold-conversation-second-language.aspx
  7. 7. Insanity is doing thesame thing over and over again and expecting different results. —Albert Einstein
  8. 8. Yet, this is exactly what 1000s of world-language teachers doeveryday and have done for years.
  9. 9. If we truly want our students to be able tospeak and write at anylevel, we must change the way we teach. Period.
  10. 10. TPRS® is one such change that has given world-language teachers across the globe undeniable results:students who could speak and write the language.
  11. 11. About T How to P RClassroom & S
  12. 12. October 1, 2001 Monday
  13. 13. Emergency Permit
  14. 14. Observe
  15. 15. October 2, 2001 Tuesday
  16. 16. No sub
  17. 17. Teach
  18. 18. What?
  19. 19. 2:45 PMWhew!
  20. 20. But wait...
  21. 21. OPEN HOUSE!!!
  22. 22. What was that?
  23. 23. OH NO!
  24. 24. Taught
  25. 25. Change
  26. 26. I’mBlaine Ray!
  27. 27. TPRS®
  28. 28. Happy
  29. 29. Write
  30. 30. Speak
  31. 31. I love TPRS®because it works. My students are betterspeakers & writers and I’m a better teacher.
  32. 32. About T How to P RClassroom & S
  33. 33. What isTPRS®?
  34. 34. TPRS® stands forTeaching Proficiency through Reading and Storytelling
  35. 35. TPRS® is immersion through stories.
  36. 36. TPRS® is a method of second-language teaching that useshighly-interactive stories toprovide comprehensibleinput and create anatmosphere of immersion inthe classroom.
  37. 37. Stephen Krashen’sTheory of Second-language Acquisition.
  38. 38. 5 Main Hypotheses
  39. 39. Acquisition-learning Hypothesis
  40. 40. Monitor Hypothesis
  41. 41. Natural Order Hypothesis
  42. 42. Input Hypothesis
  43. 43. Affective Filter Hypothesis
  44. 44. Based in brain research.
  45. 45. 1. We don’t pay attention to boring things.
  46. 46. Encourage laughter
  47. 47. 2. We have 30 seconds torepeat something before it is forgotten.
  48. 48. People usually forget 90% ofwhat they learn in a class within 30 days.
  49. 49. One could increase the lifespan of a memory simply byrepeating the information in timed intervals.
  50. 50. 3. Students must payattention in order to learn.
  51. 51. The unusual, the unpredictable, or the distinctive are powerful ways to harness attention.
  52. 52. Emotions get our attention.
  53. 53. 4. Most of what we learn is visual.
  54. 54. Dramatize the story
  55. 55. Use props
  56. 56. wigs & hats
  57. 57. cardboard cutouts
  58. 58. funny noses
  59. 59. funny glasses
  60. 60. stuffed animals
  61. 61. toys
  62. 62. 5. Initial learning is important.
  63. 63. 6. There are two types of memories.
  64. 64. Declarative Memories
  65. 65. “The shirt is blue.”
  66. 66. “Jupiter is a planet.”
  67. 67. Learning about language is declarative.
  68. 68. It is learning facts.
  69. 69. Non-Declarative Memories
  70. 70. Memories that arenot in our consciousawareness, such as riding a bike or driving a car.
  71. 71. Learning to speak a language is non-declarative.
  72. 72. It is a motor skill.
  73. 73. Information is remembered best when it is elaborate, meaningful, and contextual. Medina,  John.  Brain  Rules.  Sea4le:  Pear  Press,  2008.    p.  100.
  74. 74. We add as manydetails as we can.
  75. 75. Each detail increases thechance that the students will remember.
  76. 76. What we remember after 24 hours. Sousa,  David  A..  How  the  Brain  Learns.  Thousand  Oaks:  Corwin  Press,  2006.
  77. 77. Learning Language vs.Acquiring Language
  78. 78. Learning Language
  79. 79. Artificial
  80. 80. Memorization
  81. 81. Grammar Rules
  82. 82. Acquiring Language
  83. 83. Natural
  84. 84. Comprehensible Input
  85. 85. Intuitive
  86. 86. Real-worldacquisition vs.Classroomacquisition
  87. 87. 14,600 hours
  88. 88. 600 hours
  89. 89. Make every minute COUNT!!!
  90. 90. Fluency
  91. 91. teach FLUENCY
  92. 92. Focus on Details
  93. 93. NOT language
  94. 94. 3 Keys to Fluency
  95. 95. Key 1:Comprehensible
  96. 96. Key 2: Repetition
  97. 97. Key 3: Interesting
  98. 98. language asossible in the Gram and speak it While the teache Vocabulary DO NOT accurately all ofmmar when grammatical foco students! If Certain features Shelter t hear natural obviously essenthey are unlikely the first things th it. one, I used the f used only tocomprehension Aug - Oct 3ranslating Nov - Dec 1 Jan - Feb 2nor to clarifys quickly as Mar - Apr 1 May 2nd pe uch as in pop- At the conclusio ss story every from the point o o. Teacher Each point of vistory on the adjectives; direcwhile the entire disjunctive, and
  99. 99. language asossible in the Gram and speak it Don’t Shelter DO NOT While the teache accurately all ofmmar when Grammar grammatical foco students! If Certain features t hear natural obviously essenthey are unlikely the first things th it. one, I used the f used only tocomprehension Aug - Oct 3ranslating Nov - Dec 1 Jan - Feb 2nor to clarifys quickly as Mar - Apr 1 May 2nd pe uch as in pop- At the conclusio ss story every from the point o o. Teacher Each point of vistory on the adjectives; direcwhile the entire disjunctive, and
  100. 100. Q&A
  101. 101. break
  102. 102. Demo
  103. 103. ClassProcedures
  104. 104. When I make a statement,you will respond chorallyby saying, “Ohhhhh!”
  105. 105. I will ask a question towhich you know theanswer and you willanswer chorally in thetarget language.
  106. 106. If it is a “yes” answerthan say, “Ja!”
  107. 107. If it’s a “no” answersay, “Nein!”
  108. 108. I will ask a question towhich you don’t knowthe answer. If youdon’t know the answeryou will make it up(guess). But...
  109. 109. You must guess inGerman because it isa German story.
  110. 110. You can use propernouns.
  111. 111. When you guess,surprise me.If you don’t surpriseme, I will surprise you.
  112. 112. Raise your hand ifyou don’t understandOR I’m going toofast!!
  113. 113. es gibtthere is/are Es gibt einen Apfel auf dem Tisch. There is an apple on the table.
  114. 114. die Katzethe cat Es gibt eine Katze mit blauen Augen. There is a cat with blue eyes.
  115. 115. die Mausthe mouse Es gibt eine Maus. There is a mouse.
  116. 116. sieht anlooks at Das Mädchen sieht etwas an. The girl looks at something.
  117. 117. schreitscreams Die Frau schreit. The woman screams.
  118. 118. läuftruns Der Junge läuft schnell. The boy runs fast.
  119. 119. where? what? who?how? why? when? German how which? much? how many?
  120. 120. Es gibt zwei Mäuschen und eineMuttimaus. Sie wohnen in einemsehr großen Haus. Die zweiMäuschen essen Käse gern.
  121. 121. Sie wollen jetzt Käse essen. Diesezwei Mäuschen sehen dieMuttimaus an und schreien“Mutti! Wir haben Hunger! Wirwollen Käse essen. Bitte bringuns ein bisschen Käse!”
  122. 122. Die Muttimaus sieht die zweiMäuschen an und sagt ihnen“Okay meine Kinder. Ich will inder Küche nach Käse suchen.”Aber in diesem Moment sehendie zwei Mäuschen etwas, dasihnen Angst macht.
  123. 123. Eine Katze kommt auf sie zu! Esist eine sehr große Katze! Sieschreien “Mutti! Mutti! Es gibteine sehr große Katze inunserem Haus! Sie kommt aufuns zu! Wir haben sehr Angst!”
  124. 124. We n n d i e M u t t i m a u s d a sSchreien ihrer Kinder hört, läuftdie Muttimaus auf die Katze zuund schreit “Wau Wau!” Wenndie Katze den Schrei derMuttimaus auf Hund hört, drehtdie Katze sich um und läuft sehrschnell von dem Haus weg.
  125. 125. Wie gut, dass die Muttimauszweisprachig ist! An diesem Taglernen die zwei Mäuschen, dasses sehr wichtig ist, mehr als eineSprache zu sprechen.
  126. 126. Q&A
  127. 127. break
  128. 128. About T How to P RClassroom & S
  129. 129. brought that the heart of TPRS® As the year meet with y already knoCircling
  130. 130. The art of askingrepetitive questions
  131. 131. KeyTechnique
  132. 132. Start with a statement Statement should include structure
  133. 133. Ask yes/no questionwhere answer is YES Repeat answer: “yes, ...”
  134. 134. Ask either/or question Repeat answer: “that’s correct, ...”
  135. 135. Ask yes/no questionwhere answer is NO Repeat answer: “no, ...” Restate correct statement
  136. 136. Ask question-word questionThese are more difficult—target superstar until class is ready
  137. 137. get a new detail and repeatAsk 3-4 questions and then get new detail.
  138. 138. Circle the subject,object, AND verb!
  139. 139. Randomize questions!
  140. 140. Comprehension Checks
  141. 141. Check forunderstanding FREQUENTLY
  142. 142. Ask class as well as individuals
  143. 143. Comprehension checks are in ENGLISH
  144. 144. “What did I just say?”
  145. 145. “What did I ask?”
  146. 146. “What does __ mean?”
  147. 147. Translate
  148. 148. Translate whatstudents don’t know
  149. 149. Write new words on board
  150. 150. Ask students totranslate to check for understanding
  151. 151. DON’T translate everything!
  152. 152. Demo
  153. 153. Circling Demo
  154. 154. Q&A
  155. 155. Text Textindividual work time
  156. 156. DirectionsUsing the “Circling” Template in handout…1. Write simple statement in target language as follows: Lisa verb in TL brand name. Lisa isst Lucky Charms.2. Script your questions around the subject.3. Script your questions around the verb.4. Script your questions around the object/compliment.5. Script your questions around when.6. Script your questions around a comparison.
  157. 157. Practice Rules✓ teacher stands✓ students respond✓ don’t correct the teacher✓ no discussion
  158. 158. Group PracticeIn your groups, take turns using yourtemplate to practice circling.At first, read your script in order fromtop to bottom.When you’re comfortable, tryrandomizing your questions usingthe “thumb” technique.
  159. 159. practice
  160. 160. oc abu lary 1. V 2. S tory Re ad ing 3.3 Steps of TPRS®
  161. 161. 1. Vocabulary
  162. 162. Establish Meaning
  163. 163. 3 target phrases
  164. 164. Include structure
  165. 165. Target Language in one color
  166. 166. English in another
  167. 167. Students copy list
  168. 168. TPR & Gestures
  169. 169. Model
  170. 170. Delay modeling
  171. 171. Stop modeling
  172. 172. Vary groups
  173. 173. Novel commands
  174. 174. Assess
  175. 175. PQA: PersonalizedQuestions & Answers
  176. 176. Ask questions using target phrases
  177. 177. Concentrate onbeing personal
  178. 178. It’s like mingling at a party
  179. 179. Compare & contrast
  180. 180. Demo
  181. 181. Power PQA Demo
  182. 182. Q&A
  183. 183. 2. Story
  184. 184. Ask, don’t tell a story
  185. 185. Heart of the lesson
  186. 186. Don’t rush this step
  187. 187. Actors dramatize the story
  188. 188. Asking a ✓ ASK don’t tell a story ✓ actors dramatize the story Story ✓ start with a statement ✓ 3 locations ✓ PERSONALIZEHow to Ask a Story
  189. 189. Start with astatement
  190. 190. 3 Locations 3 Acts
  191. 191. PERSONALIZE
  192. 192. ✓ students must respond to each statement/question ✓ vary choral responsesStudent Responses with individual ones ✓ coach how to “play the game” Student Responses
  193. 193. Students must respond to eachstatement/question
  194. 194. “Ooohh”“Oh, no, oh, no” expression
  195. 195. Choral Answer
  196. 196. Guess!
  197. 197. Vary choral responses withindividual ones
  198. 198. Strong Response— Great!
  199. 199. Weak or NoResponse...
  200. 200. Students didn’t understand
  201. 201. Students weren’t engaged
  202. 202. Students weren’t focused on procedure
  203. 203. Coach how to“play the game”
  204. 204. Listen for cute or funny answers
  205. 205. Don’t take the first answer— solicit more participation
  206. 206. Q&A
  207. 207. Recycle the Story
  208. 208. At any point, stop, goback, and review the story.
  209. 209. Re-circle therecycled parts.
  210. 210. Continue story when you get back to where you left off.
  211. 211. Teach to the Eyes!
  212. 212. Teach STUDENTS not curriculum.
  213. 213. Look in individualstudent’s eyes when teaching.
  214. 214. Hold studentsaccountable.
  215. 215. Always check for understanding.
  216. 216. Story Retells
  217. 217. Have studentsfrequently retell story to their partners...
  218. 218. After a particular scene.
  219. 219. After the story ends.
  220. 220. Have superstar retell story to class.
  221. 221. Demo
  222. 222. Student-Retell Demo
  223. 223. Q&A
  224. 224. lunch
  225. 225. Text3. Reading
  226. 226. TextReading is powerful.
  227. 227. 70%language ability
  228. 228. TextWhat to read?
  229. 229. mini-stories
  230. 230. extended readings
  231. 231. readers
  232. 232. children’s books
  233. 233. “kindergarten day”
  234. 234. Reading: Step 1
  235. 235. Teacher reads a sentence.
  236. 236. Class chorallytranslates sentence.
  237. 237. Translate oneparagraph at a time.
  238. 238. Reading: Step 2
  239. 239. Ask the facts of thetranslated paragraph.
  240. 240. Facts can’t change.
  241. 241. Students answer chorally.
  242. 242. Reading: Step 3
  243. 243. Add details to the reading through questioning.
  244. 244. Students give unusual &unexpected answers.
  245. 245. Choose best answer.
  246. 246. Add details fromstudents’ culture.
  247. 247. Reading: Step 4
  248. 248. Create a parallelstory using a student as the main character.
  249. 249. This is a similar storybut with details about the student.
  250. 250. Use studentactors & props.
  251. 251. Pop-Up Grammar
  252. 252. Highlight in reading BEFORE class.
  253. 253. Focus on the MEANING.
  254. 254. Pop-up often and frequently.
  255. 255. Compare & contrast.
  256. 256. Scafflold your questions.
  257. 257. Hold your superstars accountable.
  258. 258. Goal is to acquire over time,not immediately.
  259. 259. Reading Variation
  260. 260. Read intarget language.
  261. 261. Translate onlyunknown words.
  262. 262. Ask questions in English.
  263. 263. Reserve for moreadvanced levels.
  264. 264. Demo
  265. 265. Reading Demo
  266. 266. Q&A
  267. 267. TPRS® Lesson
  268. 268. Planning the story
  269. 269. 3 Structures
  270. 270. These are thestructures you want to practice
  271. 271. Basic,high-frequency words
  272. 272. Always translatethese structures
  273. 273. Lesson PlanStructures:There was a boy.He was in Target.Problem:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  274. 274. Background Info
  275. 275. Names & Places
  276. 276. Multiple characters
  277. 277. Doesn’t need to be relevant
  278. 278. Practice any word or structure
  279. 279. Use forcompare & contrast
  280. 280. Verify details with actors
  281. 281. Parallel characters
  282. 282. Problem
  283. 283. Every story has a problem
  284. 284. 3 Locations
  285. 285. Location 1:Introduce the problem
  286. 286. Location 2:Unsuccessful attempt to resolve problem
  287. 287. Location 3:Resolve the problem
  288. 288. Lesson PlanStructures:There was a boy.He was in Target.Problem: A boy wanted a cat.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
  289. 289. Read or Write Story
  290. 290. Main charactershould be student
  291. 291. Look for variables that can be expanded and changed
  292. 292. Lesson PlanThere was a boy. He didn’t have a cat.He went to Green River, Wyoming. There was a girl.The girl didn’t have a cat.The boy went to Brooklyn. There was a cat inBrooklyn. The boy picked up the cat. He was happybecause he had a cat.
  293. 293. Script surprise details
  294. 294. Add parallel character
  295. 295. Celebrity or another student in class
  296. 296. general specific
  297. 297. The story gets more interesting with more specifics.
  298. 298. A boy wants a cat.
  299. 299. A boy from China wants a cat.
  300. 300. A boy from HongKong, China wants a cat.
  301. 301. Ming Jr. from the 3rdstreet Burger King in Hong Kong, China wants a cat.
  302. 302. Text Textpartner time
  303. 303. Lets make each of these more specific. car house animal violin book
  304. 304. Most interestingdetails involve an event.
  305. 305. Lets explain the following:A boy has a ten-thousand-dollar bill. A girl has a bike that talks.
  306. 306. Lesson PlanProblem: A boy wanted a cat.The boy - What don’t we know about him? Name? Where he lives? How old ishe? Favorite music? What is in his bedroom? Who are his friends? Why doeshe want a bird?Information - Where did he live? (Three levels of specificity) Did he have acat? Did he have an elephant? What did he have? What did he want?Where did he go?Surprise Details - Add proper nouns as a surprise. Kmart or Dollar Tree forlocations. Add names and places that are a surprise.Green River, WY - Our characters always go some place. Where else couldthey go? 3 levels of specificity.Brooklyn, NY - What other possibilities are there for our 3rd location? 3 levels ofspecificity.
  307. 307. Q&A
  308. 308. break
  309. 309. Text Textgroup work time
  310. 310. Story PracticeChoose one structure that would teach in your classroom. Create a storyline that incorporates this structure.You will develop and script a lesson based on this structure.Remember to identify possible variables in the storyline.
  311. 311. Steps These are the steps you’ll follow.Step 1: Develop main character.Step 2: Develop parallel character.Step 3: Introduce problem.Step 4: Attempt to solve problem.Step 5: Solve problem.You may choose one or more stepsthat you’d like to practice.
  312. 312. Step 1You will start the story using the given vocabulary.Point to the words when you say them and go slowly.Introduce the main character and choose studentactor—add details about him/her by asking questions.Verify details with actor (present tense) and audience(past tense)Add details about where he/she was—3 levels ofspecificity: state, city, location.
  313. 313. Step 2You will continue the story using the given vocabulary.Point to the words when you say them and go slowly.Introduce the parallel character and choose studentactor—add details about him/her by asking questions.Verify details with actor (present tense) and audience(past tense)Add details about where he/she was—3 levels ofspecificity: state, city, location.
  314. 314. Step 3You will introduce the problem.Start by reviewing the facts already established.Using the given storyline, script out your questionsrelating to the problem setup.Verify all details with actors in present tense and withaudience in past tense.
  315. 315. Step 4You will attempt to solve the problem unsuccessfully.Start by reviewing the facts already established.Have the main character go somewhere to attempt tosolve their problem.Use dialogue. Tell the audience what the charactersaid and then have the actor say it.Verify all details with actors in present tense and withaudience in past tense.
  316. 316. Step 5You will solve the problem.Start by reviewing the facts already established.Have the main character go somewhere to finally solvetheir problem.Use dialogue. Tell the audience what the charactersaid and then have the actor say it.Verify all details with actors in present tense and withaudience in past tense.
  317. 317. practice
  318. 318. Your Turn Story Rules1. When I make a statement you will respond chorally by saying, “Ohhhhhhh.”2. I will ask a question of which you know the answer and you will answer chorally in the target language.3. Finally I will ask a question of which you don’t know the answer. You will make it up. But... • You must guess in the target language. • You can use proper nouns. • When you guess, surprise me. (If you don’t surprise me, I’ll surprise you.)
  319. 319. where? what? who?how? why? when? Spanish how which? much? how many?
  320. 320. where? what? who?how? why? when? French how which? much?
  321. 321. where? what? who?how? why? when? German how which? much? how many?
  322. 322. Mandarin shéi? shénme shíhou? nǎge? which? when?who? shénme? wèishénme? duōshǎo?what? much? why? how zài nǎli? zěnyàng? jǐ? how many?where? how?
  323. 323. English
  324. 324. Q&A
  325. 325. About T How to P RClassroom & S
  326. 326. A typicalTPRS® week
  327. 327. Monday
  328. 328. Monday✓ talk about weekend✓ introduce vocabulary✓ background info about characters
  329. 329. Talk about weekend
  330. 330. Have students write 3 activities they didover the weekend inthe target language
  331. 331. Don’t allow boring answers
  332. 332. Let them “lie”
  333. 333. Coach how to“play the game”
  334. 334. Use PQA skill to get details
  335. 335. Enrichment Activities
  336. 336. “Kindergarten Day”
  337. 337. Choose a children’sbook appropriate to students’ level
  338. 338. Set up likeelementary school
  339. 339. Read the book “infant style”
  340. 340. Use circle skill to increasecomprehensible input
  341. 341. Allow students tobring in snacks or stuffed animals
  342. 342. Make it fun!
  343. 343. Demo
  344. 344. “Kindergarten Day” Demo Demo
  345. 345. song cloze activity
  346. 346. Choose a songappropriate tostudents’ level
  347. 347. Copy lyrics forstudents with some words missing
  348. 348. Have students try to fill in the words asthey listen to the song
  349. 349. Choose children’ssongs, popular music, or learning songs
  350. 350. Tuesday
  351. 351. Tuesday✓ review character info✓ introduce problem✓ attempt to solve the problem✓ solve the problem
  352. 352. Enrichment Activities
  353. 353. Free voluntary reading
  354. 354. Create a reading library in your classroom
  355. 355. Give students time to read any book, magazine, or newspaper in thetarget language they choose
  356. 356. Model good reading habits
  357. 357. Hold studentsaccountable with a reading log
  358. 358. Sing & gesture song
  359. 359. Create gestures or adance for the week’s song
  360. 360. Have students sing & gesture/dance to practice song
  361. 361. Demo
  362. 362. Song & Dance Demo
  363. 363. Wednesday
  364. 364. Wednesday✓ add background info to reading✓ add a student as a parallel character✓ add background info about student
  365. 365. Enrichment Activities
  366. 366. Timed-writing
  367. 367. Goal:write 100-word story in the target language in 5 minutes
  368. 368. Start at 10 minutes
  369. 369. Decrease time when class average hits 100 words
  370. 370. Keep track of word count but not for grade
  371. 371. Grade 2 per quarterbased on quality of writing
  372. 372. Absolutely the BESTway to assess true writing ability!
  373. 373. Thursday
  374. 374. Thursday✓ read and translate story✓ add details to story✓ dramatize story
  375. 375. Enrichment Activities
  376. 376. Free voluntary reading
  377. 377. Sing & gesture song
  378. 378. Friday
  379. 379. Friday✓ read novel✓ develop background info & details✓ add a parallel character✓ dramatize 1 or 2 pivotal scenes
  380. 380. Enrichment Activities
  381. 381. Song competition
  382. 382. Divide the class into two teams
  383. 383. Have them compete on who sings the loudest
  384. 384. Alternate line by lineor stanza by stanza
  385. 385. Story Strip
  386. 386. Use a comic strip to ask a story
  387. 387. Great review ofweek’s words and structures
  388. 388. Use same storytechniques as asking a story with actors
  389. 389. Demo
  390. 390. Story-Strip Demo Demo
  391. 391. Q&A
  392. 392. Assessments and Grading
  393. 393. Academic Grade
  394. 394. Base grades on proficiency levelsrather than number of assignments turned in
  395. 395. Beginner
  396. 396. Novice
  397. 397. Intermediate
  398. 398. Proficient
  399. 399. Advanced
  400. 400. Use skills rather thanproducts to assess students
  401. 401. Assess students on skills
  402. 402. Grading Categories
  403. 403. Culture10%
  404. 404. ListeningComprehension15%
  405. 405. ReadingComprehension15%
  406. 406. Writing30%
  407. 407. Speaking30%
  408. 408. 50-60% of gradeshould be dedicated to speaking and writing
  409. 409. 20-30% of gradeshould be dedicated to listening and reading
  410. 410. Only 3 assessments per gradingcategory per quarter
  411. 411. 2 formative assessments in the form of quizzes prior tothe quarter/semester exam
  412. 412. 1 summative assessment as a section of the quarter/ semester exam
  413. 413. Each section is evaluated and recorded in grade book SEPARATELY
  414. 414. Culture Assessments 10-20 multiple-choice or true/false questions based on culture studied
  415. 415. Culture Ideas
  416. 416. Holidays & festivals
  417. 417. Food
  418. 418. Capitals andmajor cities
  419. 419. Currency
  420. 420. Interesting facts from various places (think really strange or different)
  421. 421. Try to include things from allof the countries/regions that speak your language
  422. 422. Listening & Reading Assessments
  423. 423. Story-based
  424. 424. Listening or reading prompt is a story in the target language
  425. 425. 10-20 content-based,multiple-choice or true/false questions IN ENGLISH!!!
  426. 426. Picture-based
  427. 427. Listening or readingprompts are sentences based off of pictures
  428. 428. Students choose the picturethat best fits with the sentence
  429. 429. Drawing-based
  430. 430. Listening or reading prompts are steps to draw a picture
  431. 431. Students draw what they read or are told
  432. 432. Writing Assessments
  433. 433. FormativeAssessments (quizzes)
  434. 434. Choose at random atleast 2 of your students’ weekly timed-writings
  435. 435. Summative Assessments(quarter/semester exams)
  436. 436. Students write a minimum of a 100-words story
  437. 437. Story is based either on vocabulary (given inEnglish), structure (implicitly stated), or pictures
  438. 438. Assessing writing
  439. 439. Assess solely oncomprehensibility and complexity
  440. 440. Level 1 ➙ kindergarten/1st grade = B
  441. 441. Level 2 ➙ 2nd grade = B
  442. 442. Level 3 ➙ 3rd grade = B
  443. 443. Level 4/AP ➙ 4th grade = B
  444. 444. Increase or decrease grade based on above standards
  445. 445. SpeakingAssessments
  446. 446. FormativeAssessments (quizzes)
  447. 447. Students form groups of 4 or 6 depending on class size
  448. 448. Students create story and draw it out in boxes (1 box per student in group)
  449. 449. LIMIT STORY CREATION/DRAWING TIME TO 7-10 MINUTES!!!!
  450. 450. Have groups tell their storyto the class—each student is responsible for 1 box
  451. 451. Summative Assessments(quarter/semester exams)
  452. 452. Students are given apicture story to look at
  453. 453. Students tell the story to you at your desk(level 1 = 30 sec / level 2 = 1 min / level 3 = 1.5 min / level 4 = 2 min)
  454. 454. Students get twice as much time to look at the picture to gather their thoughts
  455. 455. Assessing Speaking
  456. 456. Assess solely oncomprehensibility and complexity
  457. 457. Assess studentsindividually, not based on the group
  458. 458. Participation/effort is not a grade! Do not grade on behavior.
  459. 459. No more than1 assessment per week (sometimes 2)
  460. 460. Don’t assess writing or speaking during1st quarter of level 1
  461. 461. All quizzes are UNANNOUNCED Goal is 80% of studentsearning 80% or better—ifnot, reteach and reassess
  462. 462. Q&A
  463. 463. Participation
  464. 464. Students start with 70 participationpoints per quarter
  465. 465. Students earnparticipation points (1 at a time) by...
  466. 466. Speaking in target language
  467. 467. Answering questions
  468. 468. Acting in stories
  469. 469. Writing over 100 words on a timed writing orimproving their word count over the previous week
  470. 470. Anything else that leads towardslanguage acquisition
  471. 471. Students loseparticipation points (5 at a time) by...
  472. 472. Speaking in English
  473. 473. Hall/bathroom passes
  474. 474. Absences
  475. 475. Tardies
  476. 476. Behavior issues
  477. 477. Anything that detracts from language acquisition
  478. 478. Students may makeup participation points (5 at a time) by...
  479. 479. Writing a 100-word story in the target language using 10 currentvocabulary at least twice
  480. 480. During 1st quarter only oflevel 1: students can write 10 current vocabulary 3times each both in English and target language
  481. 481. Participation Grade = Citizenship Grade
  482. 482. 90-100 pts = Outstanding
  483. 483. 80-89 pts = Satisfactory
  484. 484. 60-79 pts = Needs Improvement
  485. 485. 0-59 pts = Unsatisfactory
  486. 486. Q&A
  487. 487. Curriculum Mapbackwards plan Proficiency
  488. 488. High-frequency vocabulary,structures, and culture
  489. 489. Divide by 4and determinewhen to teach what
  490. 490. Divide in half and write semester exams
  491. 491. Divide in half againand write 1st & 3rd quarter exams
  492. 492. Break your quarters into weekly lessonsteaching 3-6 phrases per week
  493. 493. Write your quizzes for each lesson
  494. 494. Write your stories(weekly lessons)
  495. 495. Q&A
  496. 496. A different kind of professional development.™ ✓ workshops ✓ webinars ✓ webinars on demand™ ✓ webverstiy™ ✓ coaching ✓ consulting Scott Benedict scott@teachforjune.comcopyright © 2011 teachforjune.com teachforjune.com

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