TPRS® Beginning Workshop 2012-Los Angeles

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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-Los Angeles

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