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.

1. TPRS®
Story-based A different kind of professional development.™
Immersion
Scott Benedict
2012 scott@teachforjune.com
copyright © 2012 teachforjune.com teachforjune.com

2. Thank you,
Detroit!
(my home town)

3. slideshare.net/
teachforjune
download presentation
and additional handout

4. 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

5. How confident are you
that your students can
speak spontaneously for
30 seconds in the target
language at the end of
the year?

6. Or that your students
could write a 100-word
story in 5 minutes or less?

7. 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

8. Insanity is doing the
same thing over and
over again and
expecting different
results.
—Albert Einstein

9. Yet, this is exactly
what 1000s of
world-language
teachers do
everyday and have
done for years.

10. If we truly want our
students to be able to
speak and write at any
level, we must change
the way we teach.
Period.

11. TPRS® is one such change
that has given world-
language teachers across
the globe undeniable
results:
students who could speak
and write the language.

12. Demo

13. Class
Procedures

14. When I make a statement,
you will respond chorally
by saying,
“Ohhhhh!”

15. When I ask a question and
you know the answer, you
will answer chorally in the
target language.

16. If it is a “yes” answer
than say,
“Ja!”

17. If it’s a “no” answer
say,
“Nein!”

18. If I ask a question where
the answer hasn’t been
established, make it up!
But...

19. You must guess in
German because it is
a German story.

20. You can use proper
nouns.

21. When you guess,
surprise me.
If you don’t surprise
me, I will surprise you.

22. Raise your hand if
you don’t understand
Text
OR I’m going too
fast!!

23. Wortschatz
vocabulary

24. es gibt
there is/are
Es gibt einen Apfel auf dem Tisch.
There is an apple on the table.

25. die Katze
the cat
Es gibt eine Katze mit blauen Augen.
There is a cat with blue eyes.

26. die Maus
the mouse
Es gibt eine Maus.
There is a mouse.

27. sieht an
looks at
Das Mädchen sieht etwas an.
The girl looks at something.

28. schreit
screams
Die Frau schreit.
The woman screams.

29. läuft
runs
Der Junge läuft schnell.
The boy runs fast.

30. where? what? who?
how? why? when?
German
how which?
much?
how many?

31. Es gibt zwei Mäuschen und eine
Muttimaus. Sie wohnen in einem sehr
großen Haus. Die zwei Mäuschen
essen Käse gern.

32. Sie wollen jetzt Käse essen. Diese zwei
Mäuschen sehen die Muttimaus an und
schreien “Mutti! Wir haben Hunger!
Wir wollen Käse essen. Bitte bring uns
ein bisschen Käse!”

33. Die Muttimaus sieht die zwei
Mäuschen an und sagt ihnen “Okay
meine Kinder. Ich will in der Küche
nach Käse suchen.” Aber in diesem
Moment sehen die zwei Mäuschen
etwas, das ihnen Angst macht.

34. Eine Katze kommt auf sie zu! Es ist
eine sehr große Katze! Sie schreien
“Mutti! Mutti! Es gibt eine sehr große
Katze in unserem Haus! Sie kommt auf
uns zu! Wir haben sehr Angst!”

35. Wenn die Muttimaus das Schreien
ihrer Kinder hört, läuft die Muttimaus
auf die Katze zu und schreit “Wau
Wau!” Wenn die Katze den Schrei der
Muttimaus auf Hund hört, dreht die
Katze sich um und läuft sehr schnell
von dem Haus weg.

36. Wie gut, dass die Muttimaus
zweisprachig ist! An diesem Tag lernen
die zwei Mäuschen, dass es sehr
wichtig ist, mehr als eine Sprache zu
sprechen.

37. Q&A

39. October 1, 2001
Monday

41. Emergency Permit

42. Observe

43. October 2, 2001
Tuesday

44. No sub

45. Teach

46. What?

47. 2:45 PM
Whew!

48. But wait...

49. OPEN HOUSE!!!

50. What was that?

51. OH NO!

52. Taught

54. Change

55. I’m
Blaine
Ray!
Text

56. TPRS®

58. Happy

59. Write

60. Speak

61. I love TPRS®
because it works.
My students are better
speakers & writers and I’m a
better teacher.

62. About T
How to P
R
Assessment &
S

63. About T
How to P
R
Assessment &
S

64. What
is
TPRS®?

65. TPRS® stands for
Teaching Proficiency
through
Reading and
Storytelling

66. TPRS® is immersion
through stories.

67. TPRS® is a method of second-
language teaching that uses
highly-interactive stories to
provide comprehensible
input and create an
atmosphere of immersion in
the classroom.

68. Stephen Krashen’s Theory
of Second-language
Acquisition.

69. 5 Main Hypotheses
5 Main Hypotheses

70. Acquisition-learning
Hypothesis

71. Monitor Hypothesis

72. Natural Order
Hypothesis

73. Input Hypothesis

74. Affective Filter
Hypothesis

75. Learning Language
vs.
Acquiring Language

76. Learning Language

77. Artificial

78. Memorization

79. Grammar Rules

80. Learning about language
is learning facts.

81. Acquiring Language

82. Natural

83. Comprehensible Input

84. Intuitive

85. Learning to speak a
language is a motor skill.

86. Real-world
acquisition
vs.
Classroom
acquisition

87. 14,600 hours

88. 600 hours
600 hours

89. Make every minute
COUNT!!!

90. We teach for Mastery

91. teach Mastery by...

92. Focusing on Details

93. We add as many
details as we can.

94. Each detail increases the
chance that the students will
remember.

95. NOT language

96. 3 Keys to Mastery
Text

97. Text
Key 1:
Comprehensible

98. Text
Key 2: Repetition

99. Text
We have 30 seconds to
repeat something before it is
forgotten.

100. Text
People usually forget 90% of
what they learn in a class within
30 days.

101. Text
One could increase the life
span of a memory simply by
repeating the information in
timed intervals.

102. Text
Information is remembered best
when it is elaborate,
meaningful, and contextual.
Medina,
John.
Brain
Rules.
Sea4le:
Pear
Press,
2008.
p.
100.

103. Text
Key 3: Interesting

104. Students must pay attention
in order to learn.
Text

105. We don’t pay attention to
boring things.
Text

106. Text
The unusual, the unpredictable,
or the distinctive are powerful
ways to harness attention.

107. Use props
Text
Use props

108. Q&A

109. About T
How to P
R
Assessment &
S

110. Key Concept

111. language as
ossible in the
Gram
and speak it While the teache
Vocabulary
DO NOT accurately all of
mmar when grammatical foc
o students! If Certain features
Shelter
t hear natural obviously essent
hey are unlikely the first things th
it. one, I used the f
used only to
comprehension Aug - Oct 3r
anslating Nov - Dec 1
Jan - Feb 2n
or to clarify
s 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 vi
story on the adjectives; direc
while the entire disjunctive, and

112. language as
ossible in the
Gram
and speak it
Don’t Shelter
DO NOT
While the teache
accurately all of
mmar when
Grammar
grammatical foc
o students! If Certain features
t hear natural obviously essent
hey are unlikely the first things th
it. one, I used the f
used only to
comprehension Aug - Oct 3r
anslating Nov - Dec 1
Jan - Feb 2n
or to clarify
s 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 vi
story on the adjectives; direc
while the entire disjunctive, and

113. Q&A

114. 4 Basic
TPRS® Skills
Text

115. brought that
the heart of TPRS®
As the year
meet with y
already kno
Circling

116. #1
Key Technique

117. The art of asking
repetitive questions

118. Start with a statement
Statement should include structure

119. Ask yes/no question
where answer is YES
Repeat answer: “yes, ...”

120. Ask either/or question
Repeat answer: “that’s correct, ...”

121. Ask yes/no question
where answer is NO
Repeat answer: “no, ...”
Restate correct statement

122. Ask question-word
question
Repeat answer: “Yes, ...”
These are more difficult—target superstar
until class is ready

123. Get a new detail
and repeat
Ask 3-4 questions and then get new detail.

124. Circle the subject,
object, AND verb!

125. Randomize questions!

126. Comprehension Checks

127. Check for
understanding
FREQUENTLY

128. Ask class as well as
individuals

129. Comprehension
checks are in
ENGLISH

130. “What did I just say?”

131. “What did I ask?”

132. “What does __ mean?”

133. Translate

134. Translate what
students don’t know

135. Write new words on
board

136. Ask students to
translate to check for
understanding

137. DON’T translate
everything!

138. Circling with
Upper Levels

139. Only circle
new or difficult
structures

140. If you circle everything,
advanced students will get
bored!

141. Demo

142. Circling Demo

143. Q&A

144. Work Time

145. Directions
Using 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.
Lisa isst Lucky Charms am Montag.
6. Script your questions around a comparison.
Mark trinkt Pepsi.

146. Group Practice
In your groups, take turns using your
template to practice circling.
At first, read your script in order from
top to bottom.
When you’re comfortable, try
randomizing your questions using
the “thumb” technique.

147. Practice

148. PQA:
Personalized
Questions & Answers

149. #2 Key Technique

150. Ask questions using
target phrases

151. Concentrate on
being personal

152. It’s like mingling
at a party

153. Report to class

154. Circle info

155. Get more details

156. Report to class

157. Circle info

158. Repeat until
there is a lull

159. Ask
another student

160. Repeat process

161. Compare & contrast

162. Q&A

163. Adding details

164. #3 Key Technique

165. 3 levels of
Specificity

166. general
specific

167. Try to go at least
3 levels deep
when adding details

168. The story gets more
interesting with
more specifics.

169. A boy wants a cat.
A boy wants a cat.

170. A boy from China
A boy from China
wants a cat.
wants a cat.

171. A boy from Hong
A boy from Hong
Kong, China wants a
Kong, China wants a
cat.
cat.

172. Ming Jr. from the 3rd
Ming Jr. from the 3rd
street Burger King in
street Burger King in
Hong Kong, China
Hong Kong, China
wants a cat.
wants a cat.

173. Q&A

174. Teach to the Eyes!

175. #4 Key Technique

176. Teach STUDENTS not
curriculum.

177. Look in individual
student’s eyes when
teaching.

178. Hold students
accountable.

179. Always check for
understanding.

180. Q&A

181. Starting the year

182. Power PQA™

183. Have students
write their first name
BIG on the top of
the paper.

184. Level 1
Have them draw
what they like to do.

185. Level 2
Have them draw
what they are afraid of.

186. Level 3
Have them draw
what makes them unique.

187. Level 4
Have them draw
what would they do
if they had a million
dollars.

188. Ask 2-3 students per
day

189. 4-6 students
per day on block

190. Spend approximately
4 weeks on this activity

191. Slowly expand
vocabulary base

192. Where & with whom

193. Months, seasons,
& weather

194. Days, dates
& time

195. any other logical
“next step”

196. Demo

197. Power PQA Demo

198. llarry
bu a y
oca bu
.. V oca
1 V
1
2 S
2 ttorry
.. S o y
iing
ad ng
Re ad
3.. Re
3
3 Steps of TPRS®

199. One week.
Three steps.

200. If your classes meet every
day or every other day on
the block, you will complete
all 3 steps in one week.

201. If your classes meet
everyday on the block
and you complete 1 year
of instruction in a semester,
you will complete all 3
steps twice, each with a
different story and set of
structures.

202. Step 1:
Vocabulary

203. The first step of TPRS®
is to establish the meaning
of our structures.

204. Step 2:
Story

205. The second step of TPRS®
is to create an oral story
with your students.

206. Step 3:
Reading

207. The third step of TPRS®
is to read
with your students.

208. TPRS® in a Week

209. Monday

210. Monday
TPRS® Step 1
✓ Introduce vocabulary
TPRS® Step 2
✓ Background info about characters

211. Step 1
Introduce Vocabulary

212. 3 Structures

213. These are the
structures you want
to practice

214. Basic,
high-frequency
words

215. Always translate
these structures

216. Lesson Plan
3 Structures
his mom wants him to do his homework
his mom wanted him to do his homework
while

217. Establish Meaning
Establish Meaning

218. 3 ways to
establish meaning

219. 1. 3 target phrases

220. Include structure

221. Target Language in
one color

222. English in another

223. Students copy list

224. 2. TPR & Gestures

225. Model

226. Delay modeling

227. Stop modeling

228. Vary groups

229. Novel commands

230. Assess

231. 3. PQA

232. Q&A

233. Text
Step 2
Story: Background Info

234. Ask, don’t tell a story

235. Heart of the lesson

236. Don’t rush this step

237. Actors dramatize
the story

238. Meat of
Monday’s lesson:
at least 30 minutes

239. Class Procedures

240. Students must
respond to each
statement/question

241. “Ooohh”
“Oh, no, oh, no”
expression

242. Choral Answer

243. Make it up!

244. Vary choral
responses with
individual ones

245. Strong Response—
Great!

246. Weak or No
Response...

247. Students didn’t
understand

248. Students weren’t
engaged

249. Students weren’t
focused on
procedure

250. Coach how to
“play the game”

251. Listen for cute or
funny answers

252. Don’t take the first
answer—
solicit more
participation

253. How to Ask a Story:
Background Info

254. Introduce main character

255. Get a student actor

256. What don’t you know
about main character?

257. Add details about
character by asking
questions

258. Doesn’t need to be relevant

259. Practice any word
or structure

260. Verify details with actors
in present tense

261. Verify details with class
in past tense

262. Lesson Plan
Main Character Background Info
What don’t I know about the character?
Class, there is a boy.
What’s the boy’s name?
How old is the boy?
Where does he live?
What does he look like?
What does he do?

263. Add parallel
character

264. Purpose of parallel character
is to compare & contrast
with main character

265. Get another student actor

266. What don’t you know
about parallel character?

267. Verify details with actors
in present tense

268. Verify details with class
in past tense

269. compare & contrast

270. Lesson Plan
Parallel Character Background Info
What don’t I know about the character?
Class, there is a girl.
What’s the girl’s name?
How old is the girl?
Where does she live?
What does she look like?
What does she do?
Compare & contrast with main character.

271. Work Time

272. Story Practice
Choose one structure that would teach in
your classroom. Create a main and parallel
character that incorporates this structure.
You will develop and script Monday’s lesson
based on these characters.

273. Step 1
You will start the story using your structures.
Point to the words when you say them and go slowly.
Introduce the main character and choose student
actor—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 of
specificity: state, city, location.

274. Step 2
You will continue the story using your structures.
Point to the words when you say them and go slowly.
Introduce the parallel character and choose student
actor—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 of
specificity: state, city, location.

275. Practice

276. Q&A

277. Tuesday

278. Tuesday
Step 2 (continued)
✓ Review character info
✓ Introduce problem
✓ Attempt to solve the problem
✓ Solve the problem

279. Review main character
info from yesterday

280. Circle it all again
you can go a little faster
it’s review

281. Step 2
Story: 3 Acts

282. Meat of
Tuesday’s lesson:
at least 30 minutes

283. How to Ask a Story:
3 Acts

284. Read or Write Story

285. Look for variables
that can be
expanded and
changed

286. Script surprise details

287. Lesson Plan
Storyline with Variables
There was a boy who didn’t like to do his homework. His
mom wanted him to do his homework.
His mom took him to the library to do his homework. It
was too quiet in the library and the boy fell asleep.
His mom sent him to a tutor. The tutor was Angelina
Jolie. The boy fell in love with Angelina and did
anything she said. Angelina told him to do his
homework. He did. Mom was happy.

288. Start with a
statement

289. Circle statement

290. Add details:
3 levels of specificity

291. Circle each
new detail
before adding
next one

292. 3 Locations
3 Acts

293. Location 1=Act 1:
Introduce the problem

294. Every story has a
problem

295. Lesson Plan
Problem
he doesn’t do his homework

296. Oh, no! Oh, no, class!
The boy had a problem.

297. Script out your questions
relating to the introduction
of the problem

298. Use dialogue

299. Tell the class what
the characters say

300. Then have the
characters say it

301. Remember to verify details
with actor in present and
class in past tense

302. Lesson Plan
Script out story pertaining to location 1
There was a boy who didn’t like to do his homework. His
mom wanted him to do his homework.

303. Work Time

304. Story Practice
Using your structure and main character,
create a storyline with 3 acts.
Script out “act 1” of your lesson.
Remember to identify possible variables in
the storyline.

305. Step 3
You will introduce the problem.
Start by reviewing the facts already established.
Script out your questions relating to the problem setup.
Verify all details with actors in present tense and with
audience in past tense.

306. Practice

307. Location 2=Act 2:
Unsuccessful attempt
to resolve problem

308. Have main character
go somewhere to
attempt to solve problem

309. Script out your questions
relating to the attempt to
solve the problem

310. Script out your questions
relating to the attempt to
solve the problem

311. Tell the class what
the characters say

312. Then have the
characters say it

313. Remember to verify details
with actor in present and
class in past tense

314. Lesson Plan
Script out story pertaining to location 2
His mom took him to the library to do his homework. It
was too quiet in the library and the boy fell asleep.

315. Work Time

316. Story Practice
Script out “act 2” of your lesson.
Remember to identify possible variables in
the storyline.

317. Step 4
You will attempt to solve the problem unsuccessfully.
Start by reviewing the facts already established.
Have the main character go somewhere to attempt to
solve their problem.
Use dialogue. Tell the audience what the character
said and then have the actor say it.
Verify all details with actors in present tense and with
audience in past tense.

318. Practice

319. Location 3=Act 3:
Resolve the problem

320. Have main character
go somewhere to
finally solve problem

321. Script out your questions
relating to problem
solution

322. Use dialogue

323. Tell the class what
the characters say

324. Then have the
characters say it

325. Remember to verify details
with actor in present and
class in past tense

326. Lesson Plan
Script out story regarding location 3
His mom sent him to a tutor. The tutor was Angelina
Jolie. The boy fell in love with Angelina and did
anything she said. Angelina told him to do his
homework. He did. Mom was happy.

327. Work Time

328. Story Practice
Script out “act 3” of your lesson.
Remember to identify possible variables in
the storyline.

329. Step 5
You will solve the problem.
Start by reviewing the facts already established.
Have the main character go somewhere to finally solve
their problem.
Use dialogue. Tell the audience what the character
said and then have the actor say it.
Verify all details with actors in present tense and with
audience in past tense.

330. Practice

331. Recycle the Story

332. At any point, stop, go
back, and review the
story.

333. Re-circle the
recycled parts.

334. Continue story when
you get back to
where you left off.

335. Story Retells

336. Have students
frequently retell story
to their partners...

337. After a particular
scene.

338. After the story ends.

339. Have superstar retell
story to class.

340. Demo

341. Student-Retell Demo

342. Q&A

343. Wednesday

344. Wednesday
✓ Add background info to reading
✓ Add a student as a parallel character
✓ Compare & contrast character & student

345. Meat of
Wednesday’s lesson:
at least 30 minutes

346. Develop main character
from extended reading

347. Using questioning, develop
the main character

348. What don’t you know
about them?

349. Circle each new
detail

350. The details students
come up with may
contradict the details
when the class reads
the story

351. Choose a student
to be the parallel character

352. As you add details
to the main character,
compare & contrast
with student

353. Be sure to circle
as you
compare & contrast

354. Q&A

355. Thursday

356. Thursday
✓ Read extended reading
✓ Translate extended reading
✓ Discuss extended reading

357. Text
3. Reading

358. Text
Reading is powerful.

359. 70%
language ability

360. How to read
the TPRS® way

361. Meat of
Thursday’s lesson:
at least 30 minutes

362. Step 1:
Teacher reads
a sentence or chunk.

363. Step 2:
Class
chorally translates
sentence or chunk.

364. Translate
one paragraph
at a time.

365. Step 3:
Ask the facts of the
translated paragraph.

366. Facts can’t change.

367. Students answer chorally.

368. Pop-Up Grammar

369. Highlight in reading
BEFORE class.

370. Focus on the
MEANING.

371. Pop-up often and
frequently.

372. Compare & contrast.

373. Scafflold your
questions.

374. Hold your superstars
accountable.

375. Goal is to acquire
over time,
not immediately.

376. Reading Variation

377. Read in
target language.

378. Translate only
unknown words.

379. Ask questions in
English.

380. Reserve for more
advanced levels.

381. Demo

382. Reading Demo

383. Q&A

384. Friday

385. Friday
✓ Read novel or do story strip

386. Read novel

387. Follow same
reading steps
as extended reading

388. Teacher reads

389. Students translate
chorally

390. Discuss reading by
asking comprehension
questions

391. Add details to the reading
through questioning.

392. Students give unusual &
unexpected answers.

393. Choose best answer.

394. Add details from students’
culture.

395. Create a parallel story using
a student as the main
character.

396. This is a similar story but with
details about the student.

397. Dramatize 1 or 2
pivotal scenes

398. Use student
actors & props.

399. Q&A

400. Story Strip

401. Use a comic strip
to ask a story

402. Great review of week’s
words and structures

403. Use same story techniques
as asking a story with actors

404. Demo

405. Story-Strip Demo

406. Q&A

407. Enrichment Activities

408. Talk about weekend

409. Have students write 3
activities they did
over the weekend in
the target language

410. Don’t allow boring
answers

411. Let them “lie”

412. Coach how to
“play the game”

413. Use PQA skill to get
details

414. “Kindergarten Day”

415. Choose a children’s
book appropriate to
students’ level

416. Set up like
elementary school

417. Read the book
“infant style”

418. Use circle skill to
increase
comprehensible input

419. Allow students to
bring in snacks or
stuffed animals

420. Make it fun!

421. Demo

422. “Kindergarten Day” Demo

423. Songs

424. Choose a song
appropriate to
students’ level

425. Choose
children’s songs,
popular music, or
learning songs

426. Introduce song with
cloze activity

427. Song Cloze Activity

428. Copy lyrics for
students with some
words missing

429. Have students try
to fill in the words
as they listen to
the song

430. Sing & dance to
songs daily

431. Create gestures or a
dance for the week’s
song

432. Have students sing &
gesture/dance to
practice song

433. Demo

434. Song & Dance Demo

435. End the week with a
song competition

436. Divide the class into
two teams

437. Have them compete
on who sings the
loudest

438. Alternate line by line
or stanza by stanza

439. Change out songs
every 2 to 3 weeks

440. Free voluntary
reading

441. Create a reading
library in your
classroom

442. Give students time to
read any book,
magazine, or
newspaper in the
target language they
choose

443. Model good reading
habits

444. Hold students
accountable with a
reading log

445. Timed-writing

446. Goal:
write 100-word story
in the target
language in 5
minutes

447. Start at 10 minutes

448. Decrease time when
class average hits
100 words

449. Keep track of word
count but not for
grade

450. Grade 2 per quarter
based on quality of
writing

451. Absolutely the BEST
way to assess true
writing ability!

452. Q&A

453. About T
How to P
R
Assessment &
S

454. Assessments
and
Grading

455. Academic
Grade

456. Base grades on
proficiency levels
rather than number
of assignments
turned in

457. Beginner

458. Novice

459. Intermediate

460. Proficient

461. Advanced

462. Use skills rather than
products to assess students

463. Grading Categories

464. Culture
10%

465. Listening
Comprehension
15%

466. Reading
Comprehension
15%

467. Writing
30%

468. Speaking
30%

469. 50-60% of grade
should be dedicated
to speaking and
writing

470. 20-30% of grade
should be dedicated
to listening and
reading

471. Only 3 assessments
per grading
category per quarter

472. 2 formative assessments in
the form of quizzes prior to
the quarter/semester exam

473. 1 summative assessment as
a section of the quarter/
semester exam

474. Each section is evaluated
and recorded in grade
book SEPARATELY

475. Culture Assessments
10-20 multiple-choice or true/false
questions based on culture studied

476. Culture Ideas

477. Holidays & festivals

478. Food

479. Capitals and
major cities

480. Currency

481. Interesting facts from various
places
(think really strange or different)

482. Try to include things from all of
the countries/regions that
speak your language

483. Listening & Reading
Assessments

484. Story-based

485. Listening or reading prompt is a
story in the target language

486. 10-20 content-based, multiple-
choice or true/false questions
IN ENGLISH!!!

487. Picture-based

488. Listening or reading
prompts are sentences
based off of pictures

489. Students choose the picture
that best fits with the sentence

490. Drawing-based

491. Listening or reading prompts
are steps to draw a picture

492. Students draw what they
read or are told

493. Writing Assessments

494. Formative
Assessments
(quizzes)

495. Choose at random at
least 2 of your students’
weekly timed-writings

496. Summative
Assessments
(quarter/semester exams)

497. Students write a minimum of
a 100-words story

498. Story is based either on
vocabulary (given in English),
structure (implicitly stated), or
pictures

499. Assessing writing

500. Assess solely on
comprehensibility and
complexity

501. Level 1 ➙ kindergarten/1st grade = B

502. Level 2 ➙ 2nd grade = B

503. Level 3 ➙ 3rd grade = B

504. Level 4/AP ➙ 4th grade = B

505. Increase or decrease
grade based on
above standards

506. Speaking Assessments

507. Formative
Assessments
(quizzes)

508. Students form groups
of 4 or 6 depending
on class size

509. Students create story and
draw it out in boxes
(1 box per student in group)

510. LIMIT STORY CREATION/DRAWING
TIME TO 7-10 MINUTES!!!!

511. Have groups tell their story
to the class—each student
is responsible for 1 box

512. Summative
Assessments
(quarter/semester exams)

513. Students are given a
picture story to look at

514. 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)

515. Students get twice as much
time to look at the picture
to gather their thoughts

516. Assessing Speaking

517. Assess solely on
comprehensibility and
complexity

518. Assess students
individually, not
based on the group

519. Participation/effort is
not a grade!
Do not grade on
behavior.

520. No more than
1 assessment per
week
(sometimes 2)

521. Don’t assess writing
or speaking during
1st quarter of level 1

522. All quizzes are
UNANNOUNCED
Goal is 80% of students
earning 80% or better—if
not, reteach and reassess

523. Q&A

524. Participation

525. Students start with
70 participation
points per quarter

526. Students earn
participation points
(1 at a time) by...

527. Speaking in target language

528. Answering questions

529. Acting in stories

530. Writing over 100 words on
a timed writing or
improving their word count
over the previous week

531. Anything else that
leads towards
language acquisition

532. Students lose
participation points
(5 at a time) by...

533. Speaking in English

534. Hall/bathroom passes

535. Absences

536. Tardies

537. Behavior issues

538. Anything that detracts from
language acquisition

539. Students may make
up participation points
(5 at a time) by...

540. Writing a 100-word story
in the target language
using 10 current
vocabulary at least twice

541. 1st quarter only of level 1:
Students can write 10 current
vocabulary 3 times each
both in English and target
language

542. Participation Grade =
Citizenship Grade

543. 90-100 pts
Outstanding

544. 80-89 pts
Satisfactory

545. 60-79 pts
Needs Improvement

546. 0-59 pts
Unsatisfactory

547. If your school doesn’t have
a citizenship grade, don’t
do participation or give as
motivation awards.

548. Q&A

549. A different kind of professional development.™
✓ workshops
✓ webinars
✓ webinars on demand™
✓ webverstiy™
✓ coaching
✓ consulting
Scott Benedict
scott@teachforjune.com
copyright © 2012 teachforjune.com teachforjune.com

550. Curriculum Map
backwards plan
Proficiency

551. High-frequency
vocabulary,
structures, and
culture

552. Divide by 4
and determine
when to teach
what

553. Divide in half and
write semester
exams

554. Divide in half again
and write 1st & 3rd
quarter exams

555. Break your quarters
into weekly lessons
teaching 3-6 phrases
per week

556. Write your quizzes
for each lesson

557. Write your stories
(weekly lessons)

558. Q&A

559. A different kind of professional development.™
✓ workshops
✓ webinars
✓ webinars on demand™
✓ webverstiy™
✓ coaching
✓ consulting
Scott Benedict
scott@teachforjune.com
copyright © 2012 teachforjune.com teachforjune.com