TPRS® Beginning Workshop 2012-Hartford

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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-Hartford

  1. 1. TPRS® Story-based A different kind of professional development.™ Immersion Scott Benedict2012 scott@teachforjune.comcopyright © 2012 teachforjune.com teachforjune.com
  2. 2. Thank you,Hartford!
  3. 3. slideshare.net/ teachforjune download presentation and additional handout
  4. 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. 5. How many people have tried or are usingTPRS® in their classroom?
  6. 6. How many of you haveattended a TPRS® Workshop before?
  7. 7. How many of you have attended more than 1TPRS® Workshop before?
  8. 8. How confident are you that your students canspeak spontaneously for30 seconds in the target language at the end of the year?
  9. 9. Or that your students could write a 100-wordstory in 5 minutes or less?
  10. 10. 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
  11. 11. Insanity is doing thesame thing over and over again and expecting different results. —Albert Einstein
  12. 12. Yet, this is exactly what 1000s of world-language teachers doeveryday and have done for years.
  13. 13. If we truly want our students to be able tospeak and write at anylevel, we must change the way we teach. Period.
  14. 14. TPRS® is one such change that has given world-language teachers across the globe undeniable results:students who could speak and write the language.
  15. 15. October 1, 2001 Monday
  16. 16. Emergency Permit
  17. 17. Observe
  18. 18. October 2, 2001 Tuesday
  19. 19. No sub
  20. 20. Teach
  21. 21. What?
  22. 22. 2:45 PMWhew!
  23. 23. But wait...
  24. 24. OPEN HOUSE!!!
  25. 25. What was that?
  26. 26. OH NO!
  27. 27. Taught
  28. 28. Change
  29. 29. I’mBlaine Ray! Text
  30. 30. TPRS®
  31. 31. Happy
  32. 32. Write
  33. 33. Speak
  34. 34. I love TPRS®because it works. My students are betterspeakers & writers and I’m a better teacher.
  35. 35. About T How to P RAssessment & S
  36. 36. About T How to P RAssessment & S
  37. 37. What isTPRS®?
  38. 38. TPRS® stands forTeaching Proficiency through Reading and Storytelling
  39. 39. TPRS® is immersion through stories.
  40. 40. 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.
  41. 41. Stephen Krashen’s Theory of Second-language Acquisition.
  42. 42. 5 Main Hypotheses 5 Main Hypotheses
  43. 43. Acquisition-learning Hypothesis
  44. 44. Monitor Hypothesis
  45. 45. Natural Order Hypothesis
  46. 46. Input Hypothesis
  47. 47. Affective Filter Hypothesis
  48. 48. Learning Language vs.Acquiring Language
  49. 49. Learning Language
  50. 50. Artificial
  51. 51. Memorization
  52. 52. Grammar Rules
  53. 53. Learning about language is learning facts.
  54. 54. Acquiring Language
  55. 55. Natural
  56. 56. Comprehensible Input
  57. 57. Intuitive
  58. 58. Learning to speak alanguage is a motor skill.
  59. 59. Real-worldacquisition vs.Classroomacquisition
  60. 60. 14,600 hours
  61. 61. 600 hours600 hours
  62. 62. Make every minute COUNT!!!
  63. 63. We teach for Mastery
  64. 64. teach Mastery by...
  65. 65. Focusing on Details
  66. 66. We add as manydetails as we can.
  67. 67. Each detail increases thechance that the students will remember.
  68. 68. NOT language
  69. 69. Practicing structure is the key to mastery.
  70. 70. 3 Keys to Mastery Text
  71. 71. Text Key 1:Comprehensible
  72. 72. Use words students know
  73. 73. Write unknown words on the board
  74. 74. Speak slowly
  75. 75. TextKey 2: Repetition
  76. 76. Text We have 30 seconds torepeat something before it is forgotten.
  77. 77. Text People usually forget 90% ofwhat they learn in a class within 30 days.
  78. 78. Text One could increase the lifespan of a memory simply byrepeating the information in timed intervals.
  79. 79. TextInformation is remembered best when it is elaborate, meaningful, and contextual. Medina,  John.  Brain  Rules.  Sea4le:  Pear  Press,  2008.    p.  100.
  80. 80. TextKey 3: Interesting
  81. 81. Students must pay attention in order to learn. Text
  82. 82. We don’t pay attention to boring things. Text
  83. 83. TextThe unusual, the unpredictable, or the distinctive are powerful ways to harness attention.
  84. 84. Use props Text Use props
  85. 85. Q&A
  86. 86. Demo
  87. 87. ClassProcedures
  88. 88. When I make a statement,you will respond chorallyby saying, “Ohhhhh!”
  89. 89. When I ask a question andyou know the answer, youwill answer chorally in thetarget language.
  90. 90. If it is a “yes” answerthan say, “Ja!”
  91. 91. If it’s a “no” answersay, “Nein!”
  92. 92. If I ask a question wherethe answer hasn’t beenestablished, make it up!But...
  93. 93. You must guess inGerman because it isa German story.
  94. 94. You can use propernouns.
  95. 95. When you guess,surprise me.If you don’t surpriseme, I will surprise you.
  96. 96. Raise your hand ifyou don’t understand TextOR I’m going toofast!!
  97. 97. Wortschatz vocabulary
  98. 98. es gibt eine Mausthere is a mouse Text Es gibt eine Maus in dem Haus. There is a mouse in the house.
  99. 99. die Katze läuftthe cat runs Die Katze läuft schnell. The cat runs fast.
  100. 100. sieht anlooks at Text Das Mädchen sieht etwas an. The girl looks at something.
  101. 101. schreitscreams Text Die Frau schreit laut. The woman screams loud.
  102. 102. where? what? who?how? why? when? German how which? much? how many?
  103. 103. 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
  104. 104. Es gibt zwei Mäuschen und eineMuttimaus. Sie wohnen in einem sehrgroßen Haus. Die zwei Mäuschenessen Käse gern.
  105. 105. 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!”
  106. 106. 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.
  107. 107. 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!”
  108. 108. 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.
  109. 109. Wie gut, dass die Muttimauszweisprachig ist! An diesem Tag lernendie zwei Mäuschen, dass es sehrwichtig ist, mehr als eine Sprache zusprechen.
  110. 110. Q&A
  111. 111. About T How to P RAssessment & S
  112. 112. Key Concept
  113. 113. 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
  114. 114. 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
  115. 115. Q&A
  116. 116. 4 BasicTPRS® Skills Text
  117. 117. brought that the heart of TPRS® As the year meet with y already knoCircling
  118. 118. #1Key Technique
  119. 119. The art of askingrepetitive questions
  120. 120. Start with a statement Statement should include structure
  121. 121. Ask yes/no questionwhere answer is YES Repeat answer: “yes, ...”
  122. 122. Ask either/or question Repeat answer: “that’s correct, ...”
  123. 123. Ask yes/no questionwhere answer is NO Repeat answer: “no, ...” Restate correct statement
  124. 124. Ask question-word question Repeat answer: “Yes, ...”These are more difficult—target superstar until class is ready
  125. 125. Get a new detail and repeatAsk 3-4 questions and then get new detail.
  126. 126. Circle the subject,object, AND verb!
  127. 127. Randomize questions!
  128. 128. Comprehension Checks
  129. 129. Check forunderstanding FREQUENTLY
  130. 130. Ask class as well as individuals
  131. 131. Comprehension checks are in ENGLISH
  132. 132. “What did I just say?”
  133. 133. “What did I ask?”
  134. 134. “What does __ mean?”
  135. 135. Circling withUpper Levels
  136. 136. Only circlenew or difficult structures
  137. 137. If you circle everything,advanced students will get bored!
  138. 138. Demo
  139. 139. Circling Demo
  140. 140. Q&A
  141. 141. Work Time
  142. 142. 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.
  143. 143. 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.
  144. 144. CirclingPractice
  145. 145. PQA: PersonalizedQuestions & Answers
  146. 146. #2 Key Technique
  147. 147. Ask questions using target phrases
  148. 148. Concentrate onbeing personal
  149. 149. It’s like mingling at a party
  150. 150. Report to class
  151. 151. Circle info
  152. 152. Get more details
  153. 153. Report to class
  154. 154. Circle info
  155. 155. Repeat untilthere is a lull
  156. 156. Askanother student
  157. 157. Repeat process
  158. 158. Compare & contrast
  159. 159. Q&A
  160. 160. Adding details
  161. 161. #3 Key Technique
  162. 162. 3 levels ofSpecificity
  163. 163. general specific
  164. 164. Try to go at least 3 levels deepwhen adding details
  165. 165. The story gets more interesting with more specifics.
  166. 166. A boy wants a cat.A boy wants a cat.
  167. 167. A boy from ChinaA boy from China wants a cat. wants a cat.
  168. 168. A boy from Hong A boy from HongKong, China wants aKong, China wants a cat. cat.
  169. 169. 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.
  170. 170. Q&A
  171. 171. Getting Details Practice
  172. 172. 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.
  173. 173. 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?
  174. 174. 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
  175. 175. 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.
  176. 176. 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.
  177. 177. 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.
  178. 178. Teach to the Eyes!
  179. 179. #4 Key Technique
  180. 180. Teach STUDENTS not curriculum.
  181. 181. Look in individualstudent’s eyes when teaching.
  182. 182. Hold studentsaccountable.
  183. 183. Always check for understanding.
  184. 184. Q&A
  185. 185. 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®
  186. 186. One week.Three steps.
  187. 187. If your classes meet every day or every other day onthe block, you will complete all 3 steps in one week.
  188. 188. 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.
  189. 189. Step 1:Vocabulary
  190. 190. The first step of TPRS®is to establish the meaning of our structures.
  191. 191. Step 2: Story
  192. 192. The second step of TPRS® is to create an oral story with your students.
  193. 193. Step 3:Reading
  194. 194. The third step of TPRS® is to read with your students.
  195. 195. TPRS® in a Week
  196. 196. Monday
  197. 197. MondayTPRS® Step 1✓ Introduce vocabularyTPRS® Step 2✓ Background info about characters
  198. 198. Work Time
  199. 199. Choose 1 structure that you’ll have to teach this year. It can be from anylevel. Write it down in the target language.
  200. 200. Step 1Introduce Vocabulary
  201. 201. 3 Structures
  202. 202. These are thestructures you want to practice
  203. 203. Basic,high-frequency words
  204. 204. Text
  205. 205. Always translatethese structures
  206. 206. Lesson Plan 3 Structures his mom wants him to do his homeworkhis mom wanted him to do his homework while
  207. 207. Establish MeaningEstablish Meaning
  208. 208. 3 ways toestablish meaning
  209. 209. 1. 3 target phrases
  210. 210. Include structure
  211. 211. Target Language in one color
  212. 212. English in another
  213. 213. Students copy list
  214. 214. 2. TPR & Gestures
  215. 215. Model
  216. 216. Delay modeling
  217. 217. Stop modeling
  218. 218. Vary groups
  219. 219. Novel commands
  220. 220. Assess
  221. 221. 3. PQA
  222. 222. Q&A
  223. 223. Text Step 2Story: Background Info
  224. 224. Ask, don’t tell a story
  225. 225. Heart of the lesson
  226. 226. Don’t rush this step
  227. 227. There are 5 parts to a story
  228. 228. Introducingthe main character
  229. 229. Introducing theparallel character
  230. 230. Setting up the problem
  231. 231. Attempting to solve the problem
  232. 232. Finally solving the problem
  233. 233. Actors dramatize the story
  234. 234. When adding details...
  235. 235. “Almost”Technique
  236. 236. “It’s obvious!” Technique
  237. 237. “It’s ridiculous” Technique
  238. 238. Meat ofMonday’s lesson:at least 30 minutes
  239. 239. Class Procedures
  240. 240. Students must respond to eachstatement/question
  241. 241. “Ooohh”“Oh, no, oh, no” expression
  242. 242. Choral Answer
  243. 243. Make it up!
  244. 244. Vary choral responses withindividual ones
  245. 245. Strong Response— Great!
  246. 246. Weak or NoResponse...
  247. 247. Students didn’t understand
  248. 248. Students weren’t engaged
  249. 249. Students weren’t focused on procedure
  250. 250. Coach how to“play the game”
  251. 251. Listen for cute or funny answers
  252. 252. Don’t take the first answer— solicit more participation
  253. 253. How to Ask a Story: Background Info
  254. 254. Introduce main character
  255. 255. Get a student actor
  256. 256. What don’t you knowabout main character?
  257. 257. Add details aboutcharacter by asking questions
  258. 258. Doesn’t need to be relevant
  259. 259. Practice any word or structure
  260. 260. Verify details with actors in present tense
  261. 261. Verify details with class in past tense
  262. 262. 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?
  263. 263. Work Time
  264. 264. 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.
  265. 265. 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.
  266. 266. Background Info Practice
  267. 267. Add parallel character
  268. 268. Purpose of parallel character is tocompare & contrastwith main character
  269. 269. Get another student actor
  270. 270. What don’t you knowabout parallel character?
  271. 271. Verify details with actors in present tense
  272. 272. Verify details with class in past tense
  273. 273. compare & contrast
  274. 274. 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.
  275. 275. Work Time
  276. 276. 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.
  277. 277. 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.
  278. 278. Parallel Character Practice
  279. 279. Q&A
  280. 280. Tuesday
  281. 281. TuesdayStep 2 (continued)✓ Review character info✓ Introduce problem✓ Attempt to solve the problem✓ Solve the problem
  282. 282. Review main character info from yesterday
  283. 283. Circle it all againyou can go a little faster it’s review
  284. 284. Step 2Story: 3 Acts
  285. 285. Meat of Tuesday’s lesson:at least 30 minutes
  286. 286. How to Ask a Story: 3 Acts
  287. 287. Read or Write Story
  288. 288. Look for variables that can be expanded and changed
  289. 289. Script surprise details
  290. 290. 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.
  291. 291. Start with astatement
  292. 292. Circle statement
  293. 293. Add details:3 levels of specificity
  294. 294. Circle each new detailbefore adding next one
  295. 295. 3 Locations 3 Acts
  296. 296. Location 1=Act 1:Introduce the problem
  297. 297. Every story has a problem
  298. 298. Lesson Plan Problemhe doesn’t do his homework
  299. 299. Oh, no! Oh, no, class!The boy had a problem.
  300. 300. Script out your questionsrelating to the introduction of the problem
  301. 301. Use dialogue
  302. 302. Tell the class whatthe characters say
  303. 303. Then have thecharacters say it
  304. 304. Remember to verify details with actor in present and class in past tense
  305. 305. 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.
  306. 306. Work Time
  307. 307. You have 5 minutes to plan out act 1:the introduction of the problem
  308. 308. In pairs, practice developing act 1 of yourstory. Remember to circle, verify details, and use dialogue.You will have 7 minutes to teach.
  309. 309. Act 1Practice
  310. 310. Location 2=Act 2:Unsuccessful attempt to resolve problem
  311. 311. Have main character go somewhere toattempt to solve problem
  312. 312. Plan out Act 2 of your story: the attempt to solve the problem
  313. 313. Use dialogue
  314. 314. Remember to verify details with actor in present and class in past tense
  315. 315. 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.
  316. 316. Work Time
  317. 317. You have 5 minutes to plan out act 2:the attempt to solve the problem
  318. 318. In pairs, practice developing act 2 of yourstory. Remember to circle, verify details, and use dialogue.You will have 7 minutes to teach.
  319. 319. Act 2Practice
  320. 320. Location 3=Act 3:Resolve the problem
  321. 321. Have main character go somewhere tofinally solve problem
  322. 322. Plan out Act 3 of your story:the solution to the problem
  323. 323. Use dialogue
  324. 324. Remember to verify details with actor in present and class in past tense
  325. 325. 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.
  326. 326. Work Time
  327. 327. You have 5 minutes to plan out act 3: the solution of the problem
  328. 328. In pairs, practice developing act 3 of yourstory. Remember to circle, verify details, and use dialogue.You will have 7 minutes to teach.
  329. 329. Act 3Practice
  330. 330. Recycle the Story
  331. 331. At any point, stop, goback, and review the story.
  332. 332. Re-circle therecycled parts.
  333. 333. Continue story when you get back to where you left off.
  334. 334. Story Retells
  335. 335. Have studentsfrequently retell story to their partners...
  336. 336. After a particular scene.
  337. 337. After the story ends.
  338. 338. Have superstar retell story to class.
  339. 339. Students work in pairs andtalk at the same time overeach other for 30 seconds.
  340. 340. Demo
  341. 341. Student-Retell Demo
  342. 342. Q&A
  343. 343. Wednesday
  344. 344. Wednesday✓ Add background info to reading✓ Add a student as a parallel character✓ Compare & contrast character & student
  345. 345. Meat ofWednesday’s lesson: at least 30 minutes
  346. 346. Develop main characterfrom extended reading
  347. 347. Using questioning, develop the main character
  348. 348. What facts are in the story?
  349. 349. What don’t you know about them?
  350. 350. Circle each new detail
  351. 351. Choose a studentto be the parallel character
  352. 352. As you add detailsto the main character, compare & contrast with student
  353. 353. Be sure to circle as youcompare & contrast
  354. 354. Q&A
  355. 355. Thursday
  356. 356. Thursday✓ Read extended reading✓ Translate extended reading✓ Discuss extended reading
  357. 357. Text3. Reading
  358. 358. TextReading is powerful.
  359. 359. 70%language ability
  360. 360. How to readthe TPRS® way
  361. 361. Meat ofThursday’s lesson:at least 30 minutes
  362. 362. Step 1: Teacher readsa sentence or chunk.
  363. 363. Step 2: Class chorally translatessentence or chunk.
  364. 364. Translateone paragraph at a time.
  365. 365. Step 3: Ask the facts of the translated paragraphin the target language.
  366. 366. Facts can’t change.
  367. 367. Students answer chorally.
  368. 368. Pop-Up Grammar
  369. 369. Highlight in reading BEFORE class.
  370. 370. Focus on the MEANING.
  371. 371. Pop-up often and frequently.
  372. 372. Compare & contrast.
  373. 373. Scafflold your questions.
  374. 374. Hold your superstars accountable.
  375. 375. Goal is to acquire over time,not immediately.
  376. 376. Reading Variation
  377. 377. Read intarget language.
  378. 378. Translate onlyunknown words.
  379. 379. Ask questions in English.
  380. 380. Reserve for moreadvanced levels.
  381. 381. Demo
  382. 382. Reading Demo
  383. 383. Q&A
  384. 384. Friday
  385. 385. Friday✓ Read novel or do story strip
  386. 386. Read novel
  387. 387. Follow same reading stepsas extended reading
  388. 388. Teacher reads
  389. 389. Students translate chorally
  390. 390. Discuss reading by asking comprehensionquestions in target language
  391. 391. Add details to the reading through questioning.
  392. 392. Students give unusual & unexpected answers.
  393. 393. Choose best answer.
  394. 394. Add details from students’ culture.
  395. 395. Create a parallel story using a student as the main character.
  396. 396. This is a similar story but with details about the student.
  397. 397. Dramatize 1 or 2 pivotal scenes
  398. 398. Use studentactors & props.
  399. 399. Q&A
  400. 400. Story Strip
  401. 401. Use a comic strip to ask a story
  402. 402. Great review of week’s words and structures
  403. 403. Use same story techniquesas asking a story with actors
  404. 404. Demo
  405. 405. Story-Strip Demo
  406. 406. Q&A
  407. 407. Enrichment Activities
  408. 408. Talk about weekend
  409. 409. Have students write 3 activities they didover the weekend inthe target language
  410. 410. Don’t allow boring answers
  411. 411. Let them “lie”
  412. 412. Coach how to“play the game”
  413. 413. Use PQA skill to get details
  414. 414. “Kindergarten Day”
  415. 415. Choose a children’sbook appropriate to students’ level
  416. 416. Set up likeelementary school
  417. 417. Read the book “infant style”
  418. 418. Use circle skill to increasecomprehensible input
  419. 419. Allow students tobring in snacks or stuffed animals
  420. 420. Make it fun!
  421. 421. Demo
  422. 422. “Kindergarten Day” Demo
  423. 423. Songs
  424. 424. Choose a songappropriate tostudents’ level
  425. 425. Choosechildren’s songs,popular music, or learning songs
  426. 426. Introduce song with cloze activity
  427. 427. Song Cloze Activity
  428. 428. Copy lyrics forstudents with some words missing
  429. 429. Have students tryto fill in the words as they listen to the song
  430. 430. Sing & dance to songs daily
  431. 431. Create gestures or adance for the week’s song
  432. 432. Have students sing & gesture/dance to practice song
  433. 433. Demo
  434. 434. Song & Dance Demo
  435. 435. End the week with a song competition
  436. 436. Divide the class into two teams
  437. 437. Have them compete on who sings the loudest
  438. 438. Alternate line by lineor stanza by stanza
  439. 439. Change out songsevery 2 to 3 weeks
  440. 440. Free voluntary reading
  441. 441. Create a reading library in your classroom
  442. 442. Give students time to read any book, magazine, or newspaper theychoose in the target language
  443. 443. Model good reading habits
  444. 444. Hold studentsaccountable with a reading log
  445. 445. Timed-writing
  446. 446. Goal:write 100-word story in the target language in 5 minutes
  447. 447. Start at 10 minutes
  448. 448. Decrease time when class average hits 100 words
  449. 449. Keep track of word count but not for grade
  450. 450. Grade 2 per quarterbased on quality of writing
  451. 451. Absolutely the BESTway to assess true writing ability!
  452. 452. Q&A
  453. 453. Starting the year
  454. 454. Power PQA™
  455. 455. Have studentswrite their first name BIG on the top of the paper.
  456. 456. Level 1 Have them drawwhat they like to do.
  457. 457. Level 2 Have them drawwhat they are afraid of.
  458. 458. Level 3 Have them drawwhat makes them unique.
  459. 459. Level 4 Have them drawwhat would they doif they had a million dollars.
  460. 460. Ask 2-3 students per day
  461. 461. 4-6 studentsper day on block
  462. 462. Spend approximately4 weeks on this activity
  463. 463. Slowly expandvocabulary base
  464. 464. Where & with whom
  465. 465. Months, seasons, & weather
  466. 466. Days, dates & time
  467. 467. any other logical “next step”
  468. 468. Demo
  469. 469. Power PQA Demo
  470. 470. About T How to P RAssessment & S
  471. 471. Assessments and Grading
  472. 472. Academic Grade
  473. 473. Base grades on proficiency levelsrather than number of assignments turned in
  474. 474. Beginner
  475. 475. Novice
  476. 476. Intermediate
  477. 477. Proficient
  478. 478. Advanced
  479. 479. Use skills rather thanproducts to assess students
  480. 480. Grading Categories
  481. 481. Culture10%
  482. 482. ListeningComprehension15%
  483. 483. ReadingComprehension15%
  484. 484. Writing30%
  485. 485. Speaking30%
  486. 486. 50-60% of gradeshould be dedicated to speaking and writing
  487. 487. 20-30% of gradeshould be dedicated to listening and reading
  488. 488. Only 3 assessments per gradingcategory per quarter
  489. 489. 2 formative assessments in the form of quizzes prior tothe quarter/semester exam
  490. 490. 1 summative assessment as a section of the quarter/ semester exam
  491. 491. Each section is evaluated and recorded in grade book SEPARATELY
  492. 492. Culture Assessments10-20 multiple-choice or true/falsequestions based on culture studied
  493. 493. Culture Ideas
  494. 494. Holidays & festivals
  495. 495. Food
  496. 496. Capitals andmajor cities
  497. 497. Currency
  498. 498. Interesting facts from various places (think really strange or different)
  499. 499. Try to include things from all of the countries/regions that speak your language
  500. 500. Listening & Reading Assessments
  501. 501. Story-based
  502. 502. Listening or reading prompt is a story in the target language
  503. 503. 10-20 content-based, multiple- choice or true/false questions IN ENGLISH!!!
  504. 504. Picture-based
  505. 505. Listening or readingprompts are sentences based off of pictures
  506. 506. Students choose the picturethat best fits with the sentence
  507. 507. Drawing-based
  508. 508. Listening or reading prompts are steps to draw a picture
  509. 509. Students draw what they read or are told
  510. 510. Writing Assessments
  511. 511. FormativeAssessments (quizzes)
  512. 512. Choose at random atleast 2 of your students’ weekly timed-writings
  513. 513. Summative Assessments(quarter/semester exams)
  514. 514. Students write a minimum of a 100-words story
  515. 515. Story is based either onvocabulary (given in English),structure (implicitly stated), or pictures
  516. 516. Assessing writing
  517. 517. Assess solely oncomprehensibility and complexity
  518. 518. Level 1 ➙ kindergarten/1st grade = B
  519. 519. Level 2 ➙ 2nd grade = B
  520. 520. Level 3 ➙ 3rd grade = B
  521. 521. Level 4/AP ➙ 4th grade = B
  522. 522. Increase or decrease grade based on above standards
  523. 523. Speaking Assessments
  524. 524. FormativeAssessments (quizzes)
  525. 525. Students form groups of 4 or 6 depending on class size
  526. 526. Students create story and draw it out in boxes (1 box per student in group)
  527. 527. LIMIT STORY CREATION/DRAWING TIME TO 7-10 MINUTES!!!!
  528. 528. Have groups tell their storyto the class—each student is responsible for 1 box
  529. 529. Summative Assessments(quarter/semester exams)
  530. 530. Students are given apicture story to look at
  531. 531. 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)
  532. 532. Students get twice as much time to look at the picture to gather their thoughts
  533. 533. Assessing Speaking
  534. 534. Assess solely oncomprehensibility and complexity
  535. 535. Assess students individually, notbased on the group
  536. 536. Participation/effort is not a grade! Do not grade on behavior.
  537. 537. No more than1 assessment per week (sometimes 2)
  538. 538. Don’t assess writing or speaking during1st quarter of level 1
  539. 539. All quizzes are UNANNOUNCED Goal is 80% of studentsearning 80% or better—ifnot, reteach and reassess
  540. 540. Q&A
  541. 541. Participation
  542. 542. Students start with 70 participationpoints per quarter
  543. 543. Students earnparticipation points (1 at a time) by...
  544. 544. Speaking in target language
  545. 545. Answering questions
  546. 546. Acting in stories
  547. 547. Writing over 100 words on a timed writing orimproving their word count over the previous week
  548. 548. Anything else that leads towardslanguage acquisition
  549. 549. Students loseparticipation points (5 at a time) by...
  550. 550. Speaking in English
  551. 551. Hall/bathroom passes
  552. 552. Absences
  553. 553. Tardies
  554. 554. Behavior issues
  555. 555. Anything that detracts from language acquisition
  556. 556. Students may makeup participation points (5 at a time) by...
  557. 557. Writing a 100-word story in the target language using 10 currentvocabulary at least twice
  558. 558. 1st quarter only of level 1:Students can write 10 current vocabulary 3 times each both in English and target language
  559. 559. Participation Grade = Citizenship Grade
  560. 560. 90-100 ptsOutstanding
  561. 561. 80-89 ptsSatisfactory
  562. 562. 60-79 ptsNeeds Improvement
  563. 563. 0-59 ptsUnsatisfactory
  564. 564. If your school doesn’t have a citizenship grade, don’t do participation or give as motivation awards.
  565. 565. Q&A
  566. 566. A different kind of professional development.™ ✓ workshops ✓ webinars ✓ webinars on demand™ ✓ webverstiy™ ✓ coaching ✓ consulting Scott Benedict scott@teachforjune.comcopyright © 2012 teachforjune.com teachforjune.com
  567. 567. Curriculum Mapbackwards plan Proficiency
  568. 568. High-frequency vocabulary,structures, and culture
  569. 569. Divide by 4and determinewhen to teach what
  570. 570. Divide in half and write semester exams
  571. 571. Divide in half againand write 1st & 3rd quarter exams
  572. 572. Break your quarters into weekly lessonsteaching 3-6 phrases per week
  573. 573. Write your quizzes for each lesson
  574. 574. Write your stories(weekly lessons)
  575. 575. Q&A
  576. 576. A different kind of professional development.™ ✓ workshops ✓ webinars ✓ webinars on demand™ ✓ webverstiy™ ✓ coaching ✓ consulting Scott Benedict scott@teachforjune.comcopyright © 2012 teachforjune.com teachforjune.com

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