TPRS® Beginning Workshop 2012-Hartford
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TPRS® Beginning Workshop 2012-Hartford

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teachforjune's Beginning TPRS® Workshop 2012. ...

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-Hartford TPRS® Beginning Workshop 2012-Hartford Presentation Transcript

    • TPRS® Story-based A different kind of professional development.™ Immersion Scott Benedict2012 scott@teachforjune.comcopyright © 2012 teachforjune.com teachforjune.com
    • Thank you,Hartford!
    • slideshare.net/ teachforjune download presentation and additional handout
    • 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
    • How many people have tried or are usingTPRS® in their classroom?
    • How many of you haveattended a TPRS® Workshop before?
    • How many of you have attended more than 1TPRS® Workshop before?
    • How confident are you that your students canspeak spontaneously for30 seconds in the target language at the end of the year?
    • Or that your students could write a 100-wordstory in 5 minutes or less?
    • 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
    • Insanity is doing thesame thing over and over again and expecting different results. —Albert Einstein
    • Yet, this is exactly what 1000s of world-language teachers doeveryday and have done for years.
    • If we truly want our students to be able tospeak and write at anylevel, we must change the way we teach. Period.
    • TPRS® is one such change that has given world-language teachers across the globe undeniable results:students who could speak and write the language.
    • October 1, 2001 Monday
    • Emergency Permit
    • Observe
    • October 2, 2001 Tuesday
    • No sub
    • Teach
    • What?
    • 2:45 PMWhew!
    • But wait...
    • OPEN HOUSE!!!
    • What was that?
    • OH NO!
    • Taught
    • Change
    • I’mBlaine Ray! Text
    • TPRS®
    • Happy
    • Write
    • Speak
    • I love TPRS®because it works. My students are betterspeakers & writers and I’m a better teacher.
    • About T How to P RAssessment & S
    • About T How to P RAssessment & S
    • What isTPRS®?
    • TPRS® stands forTeaching Proficiency through Reading and Storytelling
    • TPRS® is immersion through stories.
    • 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.
    • Stephen Krashen’s Theory of Second-language Acquisition.
    • 5 Main Hypotheses 5 Main Hypotheses
    • Acquisition-learning Hypothesis
    • Monitor Hypothesis
    • Natural Order Hypothesis
    • Input Hypothesis
    • Affective Filter Hypothesis
    • Learning Language vs.Acquiring Language
    • Learning Language
    • Artificial
    • Memorization
    • Grammar Rules
    • Learning about language is learning facts.
    • Acquiring Language
    • Natural
    • Comprehensible Input
    • Intuitive
    • Learning to speak alanguage is a motor skill.
    • Real-worldacquisition vs.Classroomacquisition
    • 14,600 hours
    • 600 hours600 hours
    • Make every minute COUNT!!!
    • We teach for Mastery
    • teach Mastery by...
    • Focusing on Details
    • We add as manydetails as we can.
    • Each detail increases thechance that the students will remember.
    • NOT language
    • Practicing structure is the key to mastery.
    • 3 Keys to Mastery Text
    • Text Key 1:Comprehensible
    • Use words students know
    • Write unknown words on the board
    • Speak slowly
    • TextKey 2: Repetition
    • Text We have 30 seconds torepeat something before it is forgotten.
    • Text People usually forget 90% ofwhat they learn in a class within 30 days.
    • Text One could increase the lifespan of a memory simply byrepeating the information in timed intervals.
    • TextInformation is remembered best when it is elaborate, meaningful, and contextual. Medina,  John.  Brain  Rules.  Sea4le:  Pear  Press,  2008.    p.  100.
    • TextKey 3: Interesting
    • Students must pay attention in order to learn. Text
    • We don’t pay attention to boring things. Text
    • TextThe unusual, the unpredictable, or the distinctive are powerful ways to harness attention.
    • Use props Text Use props
    • Q&A
    • Demo
    • ClassProcedures
    • When I make a statement,you will respond chorallyby saying, “Ohhhhh!”
    • When I ask a question andyou know the answer, youwill answer chorally in thetarget language.
    • If it is a “yes” answerthan say, “Ja!”
    • If it’s a “no” answersay, “Nein!”
    • If I ask a question wherethe answer hasn’t beenestablished, make it up!But...
    • You must guess inGerman because it isa German story.
    • You can use propernouns.
    • When you guess,surprise me.If you don’t surpriseme, I will surprise you.
    • Raise your hand ifyou don’t understand TextOR I’m going toofast!!
    • Wortschatz vocabulary
    • es gibt eine Mausthere is a mouse Text Es gibt eine Maus in dem Haus. There is a mouse in the house.
    • die Katze läuftthe cat runs Die Katze läuft schnell. The cat runs fast.
    • sieht anlooks at Text Das Mädchen sieht etwas an. The girl looks at something.
    • schreitscreams Text Die Frau schreit laut. The woman screams loud.
    • where? what? who?how? why? when? German how which? much? how many?
    • es gibt/gab eine Maus = there is/was a mouse die Katze läuft/lief = the cat runs/ran sieht/sah an = s/he looks/looked at schreit/schrie = s/he screams/screamed ich brauche = I need ein Freiwilliger = a volunteer Wie heißt/hieß sie/er = What is/was her/his name sie/er heißt/hieß = her/his name is/was Wie alt ist/war sie/er? = How old is/was s/he?sie/er ist/war ___ Jahre alt? = s/he is/was ___ years old groß = big ein bisschen = a little bit klein = small oder = or schön = pretty sie/er sagt/sagte = s/he says/said häßlich = ugly weil = because gut = good bist du? = are you? böse = bad Mutti- = mother sehr = very Vatti- = father sie/er wohnt/wohnte= s/he lives/lived noch = another/still sie wohnen/wohnten = they live/lived die Mäuschen=the little mice sie/er hat/hatte = s/he has/had wir haben/hatten = we have/had sie/er hat/hatte Hunger = s/he has/had hunger sie/er hat/hatte Angst = s/he has/had fear
    • Es gibt zwei Mäuschen und eineMuttimaus. Sie wohnen in einem sehrgroßen Haus. Die zwei Mäuschenessen Käse gern.
    • Sie wollen jetzt Käse essen. Diese zweiMäuschen sehen die Muttimaus an undschreien “Mutti! Wir haben Hunger!Wir wollen Käse essen. Bitte bring unsein bisschen Käse!”
    • Die Muttimaus sieht die zweiMäuschen an und sagt ihnen “Okaymeine Kinder. Ich will in der Küchenach Käse suchen.” Aber in diesemMoment sehen die zwei Mäuschenetwas, das ihnen Angst macht.
    • Eine Katze kommt auf sie zu! Es isteine sehr große Katze! Sie schreien“Mutti! Mutti! Es gibt eine sehr großeKatze in unserem Haus! Sie kommt aufuns zu! Wir haben sehr Angst!”
    • Wenn die Muttimaus das Schreienihrer Kinder hört, läuft die Muttimausauf die Katze zu und schreit “WauWau!” Wenn die Katze den Schrei derMuttimaus auf Hund hört, dreht dieKatze sich um und läuft sehr schnellvon dem Haus weg.
    • Wie gut, dass die Muttimauszweisprachig ist! An diesem Tag lernendie zwei Mäuschen, dass es sehrwichtig ist, mehr als eine Sprache zusprechen.
    • Q&A
    • About T How to P RAssessment & S
    • Key Concept
    • 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
    • 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
    • Q&A
    • 4 BasicTPRS® Skills Text
    • brought that the heart of TPRS® As the year meet with y already knoCircling
    • #1Key Technique
    • The art of askingrepetitive questions
    • Start with a statement Statement should include structure
    • Ask yes/no questionwhere answer is YES Repeat answer: “yes, ...”
    • Ask either/or question Repeat answer: “that’s correct, ...”
    • Ask yes/no questionwhere answer is NO Repeat answer: “no, ...” Restate correct statement
    • Ask question-word question Repeat answer: “Yes, ...”These are more difficult—target superstar until class is ready
    • Get a new detail and repeatAsk 3-4 questions and then get new detail.
    • Circle the subject,object, AND verb!
    • Randomize questions!
    • Comprehension Checks
    • Check forunderstanding FREQUENTLY
    • Ask class as well as individuals
    • Comprehension checks are in ENGLISH
    • “What did I just say?”
    • “What did I ask?”
    • “What does __ mean?”
    • Circling withUpper Levels
    • Only circlenew or difficult structures
    • If you circle everything,advanced students will get bored!
    • Demo
    • Circling Demo
    • Q&A
    • Work Time
    • 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. Lisa isst Lucky Charms am Montag.6. Script your questions around a comparison. Mark trinkt Pepsi.
    • 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.
    • CirclingPractice
    • PQA: PersonalizedQuestions & Answers
    • #2 Key Technique
    • Ask questions using target phrases
    • Concentrate onbeing personal
    • It’s like mingling at a party
    • Report to class
    • Circle info
    • Get more details
    • Report to class
    • Circle info
    • Repeat untilthere is a lull
    • Askanother student
    • Repeat process
    • Compare & contrast
    • Q&A
    • Adding details
    • #3 Key Technique
    • 3 levels ofSpecificity
    • general specific
    • Try to go at least 3 levels deepwhen adding details
    • The story gets more interesting with more specifics.
    • A boy wants a cat.A boy wants a cat.
    • A boy from ChinaA boy from China wants a cat. wants a cat.
    • A boy from Hong A boy from HongKong, China wants aKong, China wants a cat. cat.
    • Ming Jr. from the 3rdMing Jr. from the 3rdstreet Burger King instreet Burger King in Hong Kong, China Hong Kong, China wants a cat. wants a cat.
    • Q&A
    • Getting Details Practice
    • In pairs, you will practice getting details one sentence at a time.Remember to circle between details and to repeat the answers for additonal repetitions.We will practice with each sentence for 2 minutes.
    • Step 1 Start with a sentence Elena was a girl.Talk to the class in past tense. Ask Elena: Are you a girl? Yes, I am a girl. Yes, you are a girl. Class, was Elena a girl?
    • Step 2 Add a location You now have two sentences Elena was a girl. She was in Arizona. Talk to the class in the past. Talk to your actor in the present.Verify the details and then talk to the class Elena, are you in Arizona? etc Class, was Elena in Arizona? etc
    • Step 3 Add a more specific location Now you have 3 sentences Elena was a girl. She was in Arizona.She was in Happy Valley, Arizona.
    • Step 4Add an even more specific location Elena was a girl. She was in Arizona. She was in Happy Valley, AZ. She was in Panda Express.
    • Step 5 Add a parallel character Compare and contrast both characters Elena was a girl in Happy Valley, AZ at Panda Express.Susie was a girl in Blaine, MN at Starbucks. Compre and contrast the two charactersVerify the details with your student actors.
    • Teach to the Eyes!
    • #4 Key Technique
    • Teach STUDENTS not curriculum.
    • Look in individualstudent’s eyes when teaching.
    • Hold studentsaccountable.
    • Always check for understanding.
    • Q&A
    • 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 33 Steps of TPRS®
    • One week.Three steps.
    • If your classes meet every day or every other day onthe block, you will complete all 3 steps in one week.
    • If your classes meet everyday on the block and you complete 1 yearof instruction in a semester, you will complete all 3 steps twice, each with a different story and set of structures.
    • Step 1:Vocabulary
    • The first step of TPRS®is to establish the meaning of our structures.
    • Step 2: Story
    • The second step of TPRS® is to create an oral story with your students.
    • Step 3:Reading
    • The third step of TPRS® is to read with your students.
    • TPRS® in a Week
    • Monday
    • MondayTPRS® Step 1✓ Introduce vocabularyTPRS® Step 2✓ Background info about characters
    • Work Time
    • Choose 1 structure that you’ll have to teach this year. It can be from anylevel. Write it down in the target language.
    • Step 1Introduce Vocabulary
    • 3 Structures
    • These are thestructures you want to practice
    • Basic,high-frequency words
    • Text
    • Always translatethese structures
    • Lesson Plan 3 Structures his mom wants him to do his homeworkhis mom wanted him to do his homework while
    • Establish MeaningEstablish Meaning
    • 3 ways toestablish meaning
    • 1. 3 target phrases
    • Include structure
    • Target Language in one color
    • English in another
    • Students copy list
    • 2. TPR & Gestures
    • Model
    • Delay modeling
    • Stop modeling
    • Vary groups
    • Novel commands
    • Assess
    • 3. PQA
    • Q&A
    • Text Step 2Story: Background Info
    • Ask, don’t tell a story
    • Heart of the lesson
    • Don’t rush this step
    • There are 5 parts to a story
    • Introducingthe main character
    • Introducing theparallel character
    • Setting up the problem
    • Attempting to solve the problem
    • Finally solving the problem
    • Actors dramatize the story
    • When adding details...
    • “Almost”Technique
    • “It’s obvious!” Technique
    • “It’s ridiculous” Technique
    • Meat ofMonday’s lesson:at least 30 minutes
    • Class Procedures
    • Students must respond to eachstatement/question
    • “Ooohh”“Oh, no, oh, no” expression
    • Choral Answer
    • Make it up!
    • Vary choral responses withindividual ones
    • Strong Response— Great!
    • Weak or NoResponse...
    • Students didn’t understand
    • Students weren’t engaged
    • Students weren’t focused on procedure
    • Coach how to“play the game”
    • Listen for cute or funny answers
    • Don’t take the first answer— solicit more participation
    • How to Ask a Story: Background Info
    • Introduce main character
    • Get a student actor
    • What don’t you knowabout main character?
    • Add details aboutcharacter by asking questions
    • Doesn’t need to be relevant
    • Practice any word or structure
    • Verify details with actors in present tense
    • Verify details with class in past tense
    • Lesson Plan Main Character Background InfoWhat 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?
    • Work Time
    • You will have approximately5 minutes to plan out your main character. You’ll then work in pairs introducing your maincharacters. Each person in your group will teach for approximately 7 minutes.
    • Decide whether you will get your details from interviewing your actor or from the audience. Things you’ll want to consider as you develop your character: name, age, description, where they live.Remember to verify details with the actor in present tense and the audience in past.
    • Background Info Practice
    • Add parallel character
    • Purpose of parallel character is tocompare & contrastwith main character
    • Get another student actor
    • What don’t you knowabout parallel character?
    • Verify details with actors in present tense
    • Verify details with class in past tense
    • compare & contrast
    • Lesson Plan Parallel Character Background InfoWhat 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.
    • Work Time
    • You will have approximately5 minutes to plan out your parellel character. You’ll then work in pairs introducing your parallel characters and comparing and contrasting them with your main character. Each person in your group will teach for approximately 7 minutes.
    • Decide whether you will get your details from interviewing your actor or from the audience. Things you’ll want to consider as you develop your character: name, age, description, where they live.Remember to verify details with the actor in present tense and the audience in past.Remeber also to compare & contrast with main character.
    • Parallel Character Practice
    • Q&A
    • Tuesday
    • TuesdayStep 2 (continued)✓ Review character info✓ Introduce problem✓ Attempt to solve the problem✓ Solve the problem
    • Review main character info from yesterday
    • Circle it all againyou can go a little faster it’s review
    • Step 2Story: 3 Acts
    • Meat of Tuesday’s lesson:at least 30 minutes
    • How to Ask a Story: 3 Acts
    • Read or Write Story
    • Look for variables that can be expanded and changed
    • Script surprise details
    • Lesson Plan Storyline with VariablesThere 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.While he was in the library, 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.
    • Start with astatement
    • Circle statement
    • Add details:3 levels of specificity
    • Circle each new detailbefore adding next one
    • 3 Locations 3 Acts
    • Location 1=Act 1:Introduce the problem
    • Every story has a problem
    • Lesson Plan Problemhe doesn’t do his homework
    • Oh, no! Oh, no, class!The boy had a problem.
    • Script out your questionsrelating to the introduction of the problem
    • Use dialogue
    • Tell the class whatthe characters say
    • Then have thecharacters say it
    • Remember to verify details with actor in present and class in past tense
    • Lesson Plan Plan out Act 1 in first locationThere was a boy who didn’t like to do his homework. His mom wanted him to do his homework.
    • Work Time
    • You have 5 minutes to plan out act 1:the introduction of the problem
    • In pairs, practice developing act 1 of yourstory. Remember to circle, verify details, and use dialogue.You will have 7 minutes to teach.
    • Act 1Practice
    • Location 2=Act 2:Unsuccessful attempt to resolve problem
    • Have main character go somewhere toattempt to solve problem
    • Plan out Act 2 of your story: the attempt to solve the problem
    • Use dialogue
    • Remember to verify details with actor in present and class in past tense
    • Lesson Plan Plan out Act 2 in second locationHis mom took him to the library to do his homework. It was too quiet in the library and the boy fell asleep.
    • Work Time
    • You have 5 minutes to plan out act 2:the attempt to solve the problem
    • In pairs, practice developing act 2 of yourstory. Remember to circle, verify details, and use dialogue.You will have 7 minutes to teach.
    • Act 2Practice
    • Location 3=Act 3:Resolve the problem
    • Have main character go somewhere tofinally solve problem
    • Plan out Act 3 of your story:the solution to the problem
    • Use dialogue
    • Remember to verify details with actor in present and class in past tense
    • Lesson Plan Plan out Act 3 in third locationHis 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.
    • Work Time
    • You have 5 minutes to plan out act 3: the solution of the problem
    • In pairs, practice developing act 3 of yourstory. Remember to circle, verify details, and use dialogue.You will have 7 minutes to teach.
    • Act 3Practice
    • Recycle the Story
    • At any point, stop, goback, and review the story.
    • Re-circle therecycled parts.
    • Continue story when you get back to where you left off.
    • Story Retells
    • Have studentsfrequently retell story to their partners...
    • After a particular scene.
    • After the story ends.
    • Have superstar retell story to class.
    • Students work in pairs andtalk at the same time overeach other for 30 seconds.
    • Demo
    • Student-Retell Demo
    • Q&A
    • Wednesday
    • Wednesday✓ Add background info to reading✓ Add a student as a parallel character✓ Compare & contrast character & student
    • Meat ofWednesday’s lesson: at least 30 minutes
    • Develop main characterfrom extended reading
    • Using questioning, develop the main character
    • What facts are in the story?
    • What don’t you know about them?
    • Circle each new detail
    • Choose a studentto be the parallel character
    • As you add detailsto the main character, compare & contrast with student
    • Be sure to circle as youcompare & contrast
    • Q&A
    • Thursday
    • Thursday✓ Read extended reading✓ Translate extended reading✓ Discuss extended reading
    • Text3. Reading
    • TextReading is powerful.
    • 70%language ability
    • How to readthe TPRS® way
    • Meat ofThursday’s lesson:at least 30 minutes
    • Step 1: Teacher readsa sentence or chunk.
    • Step 2: Class chorally translatessentence or chunk.
    • Translateone paragraph at a time.
    • Step 3: Ask the facts of the translated paragraphin the target language.
    • Facts can’t change.
    • Students answer chorally.
    • Pop-Up Grammar
    • Highlight in reading BEFORE class.
    • Focus on the MEANING.
    • Pop-up often and frequently.
    • Compare & contrast.
    • Scafflold your questions.
    • Hold your superstars accountable.
    • Goal is to acquire over time,not immediately.
    • Reading Variation
    • Read intarget language.
    • Translate onlyunknown words.
    • Ask questions in English.
    • Reserve for moreadvanced levels.
    • Demo
    • Reading Demo
    • Q&A
    • Friday
    • Friday✓ Read novel or do story strip
    • Read novel
    • Follow same reading stepsas extended reading
    • Teacher reads
    • Students translate chorally
    • Discuss reading by asking comprehensionquestions in target language
    • Add details to the reading through questioning.
    • Students give unusual & unexpected answers.
    • Choose best answer.
    • Add details from students’ culture.
    • Create a parallel story using a student as the main character.
    • This is a similar story but with details about the student.
    • Dramatize 1 or 2 pivotal scenes
    • Use studentactors & props.
    • Q&A
    • Story Strip
    • Use a comic strip to ask a story
    • Great review of week’s words and structures
    • Use same story techniquesas asking a story with actors
    • Demo
    • Story-Strip Demo
    • Q&A
    • Enrichment Activities
    • Talk about weekend
    • Have students write 3 activities they didover the weekend inthe target language
    • Don’t allow boring answers
    • Let them “lie”
    • Coach how to“play the game”
    • Use PQA skill to get details
    • “Kindergarten Day”
    • Choose a children’sbook appropriate to students’ level
    • Set up likeelementary school
    • Read the book “infant style”
    • Use circle skill to increasecomprehensible input
    • Allow students tobring in snacks or stuffed animals
    • Make it fun!
    • Demo
    • “Kindergarten Day” Demo
    • Songs
    • Choose a songappropriate tostudents’ level
    • Choosechildren’s songs,popular music, or learning songs
    • Introduce song with cloze activity
    • Song Cloze Activity
    • Copy lyrics forstudents with some words missing
    • Have students tryto fill in the words as they listen to the song
    • Sing & dance to songs daily
    • Create gestures or adance for the week’s song
    • Have students sing & gesture/dance to practice song
    • Demo
    • Song & Dance Demo
    • End the week with a song competition
    • Divide the class into two teams
    • Have them compete on who sings the loudest
    • Alternate line by lineor stanza by stanza
    • Change out songsevery 2 to 3 weeks
    • Free voluntary reading
    • Create a reading library in your classroom
    • Give students time to read any book, magazine, or newspaper theychoose in the target language
    • Model good reading habits
    • Hold studentsaccountable with a reading log
    • Timed-writing
    • Goal:write 100-word story in the target language in 5 minutes
    • Start at 10 minutes
    • Decrease time when class average hits 100 words
    • Keep track of word count but not for grade
    • Grade 2 per quarterbased on quality of writing
    • Absolutely the BESTway to assess true writing ability!
    • Q&A
    • Starting the year
    • Power PQA™
    • Have studentswrite their first name BIG on the top of the paper.
    • Level 1 Have them drawwhat they like to do.
    • Level 2 Have them drawwhat they are afraid of.
    • Level 3 Have them drawwhat makes them unique.
    • Level 4 Have them drawwhat would they doif they had a million dollars.
    • Ask 2-3 students per day
    • 4-6 studentsper day on block
    • Spend approximately4 weeks on this activity
    • Slowly expandvocabulary base
    • Where & with whom
    • Months, seasons, & weather
    • Days, dates & time
    • any other logical “next step”
    • Demo
    • Power PQA Demo
    • About T How to P RAssessment & S
    • Assessments and Grading
    • Academic Grade
    • Base grades on proficiency levelsrather than number of assignments turned in
    • Beginner
    • Novice
    • Intermediate
    • Proficient
    • Advanced
    • Use skills rather thanproducts to assess students
    • Grading Categories
    • Culture10%
    • ListeningComprehension15%
    • ReadingComprehension15%
    • Writing30%
    • Speaking30%
    • 50-60% of gradeshould be dedicated to speaking and writing
    • 20-30% of gradeshould be dedicated to listening and reading
    • Only 3 assessments per gradingcategory per quarter
    • 2 formative assessments in the form of quizzes prior tothe quarter/semester exam
    • 1 summative assessment as a section of the quarter/ semester exam
    • Each section is evaluated and recorded in grade book SEPARATELY
    • Culture Assessments10-20 multiple-choice or true/falsequestions based on culture studied
    • Culture Ideas
    • Holidays & festivals
    • Food
    • Capitals andmajor cities
    • Currency
    • Interesting facts from various places (think really strange or different)
    • Try to include things from all of the countries/regions that speak your language
    • Listening & Reading Assessments
    • Story-based
    • Listening or reading prompt is a story in the target language
    • 10-20 content-based, multiple- choice or true/false questions IN ENGLISH!!!
    • Picture-based
    • Listening or readingprompts are sentences based off of pictures
    • Students choose the picturethat best fits with the sentence
    • Drawing-based
    • Listening or reading prompts are steps to draw a picture
    • Students draw what they read or are told
    • Writing Assessments
    • FormativeAssessments (quizzes)
    • Choose at random atleast 2 of your students’ weekly timed-writings
    • Summative Assessments(quarter/semester exams)
    • Students write a minimum of a 100-words story
    • Story is based either onvocabulary (given in English),structure (implicitly stated), or pictures
    • Assessing writing
    • Assess solely oncomprehensibility and complexity
    • Level 1 ➙ kindergarten/1st grade = B
    • Level 2 ➙ 2nd grade = B
    • Level 3 ➙ 3rd grade = B
    • Level 4/AP ➙ 4th grade = B
    • Increase or decrease grade based on above standards
    • Speaking Assessments
    • FormativeAssessments (quizzes)
    • Students form groups of 4 or 6 depending on class size
    • Students create story and draw it out in boxes (1 box per student in group)
    • LIMIT STORY CREATION/DRAWING TIME TO 7-10 MINUTES!!!!
    • Have groups tell their storyto the class—each student is responsible for 1 box
    • Summative Assessments(quarter/semester exams)
    • Students are given apicture story to look at
    • 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)
    • Students get twice as much time to look at the picture to gather their thoughts
    • Assessing Speaking
    • Assess solely oncomprehensibility and complexity
    • Assess students individually, notbased on the group
    • Participation/effort is not a grade! Do not grade on behavior.
    • No more than1 assessment per week (sometimes 2)
    • Don’t assess writing or speaking during1st quarter of level 1
    • All quizzes are UNANNOUNCED Goal is 80% of studentsearning 80% or better—ifnot, reteach and reassess
    • Q&A
    • Participation
    • Students start with 70 participationpoints per quarter
    • Students earnparticipation points (1 at a time) by...
    • Speaking in target language
    • Answering questions
    • Acting in stories
    • Writing over 100 words on a timed writing orimproving their word count over the previous week
    • Anything else that leads towardslanguage acquisition
    • Students loseparticipation points (5 at a time) by...
    • Speaking in English
    • Hall/bathroom passes
    • Absences
    • Tardies
    • Behavior issues
    • Anything that detracts from language acquisition
    • Students may makeup participation points (5 at a time) by...
    • Writing a 100-word story in the target language using 10 currentvocabulary at least twice
    • 1st quarter only of level 1:Students can write 10 current vocabulary 3 times each both in English and target language
    • Participation Grade = Citizenship Grade
    • 90-100 ptsOutstanding
    • 80-89 ptsSatisfactory
    • 60-79 ptsNeeds Improvement
    • 0-59 ptsUnsatisfactory
    • If your school doesn’t have a citizenship grade, don’t do participation or give as motivation awards.
    • Q&A
    • A different kind of professional development.™ ✓ workshops ✓ webinars ✓ webinars on demand™ ✓ webverstiy™ ✓ coaching ✓ consulting Scott Benedict scott@teachforjune.comcopyright © 2012 teachforjune.com teachforjune.com
    • Curriculum Mapbackwards plan Proficiency
    • High-frequency vocabulary,structures, and culture
    • Divide by 4and determinewhen to teach what
    • Divide in half and write semester exams
    • Divide in half againand write 1st & 3rd quarter exams
    • Break your quarters into weekly lessonsteaching 3-6 phrases per week
    • Write your quizzes for each lesson
    • Write your stories(weekly lessons)
    • Q&A
    • A different kind of professional development.™ ✓ workshops ✓ webinars ✓ webinars on demand™ ✓ webverstiy™ ✓ coaching ✓ consulting Scott Benedict scott@teachforjune.comcopyright © 2012 teachforjune.com teachforjune.com