TPRS®   Story-based   A different kind of professional development.™    Immersion                                         ...
Thank you, Nashville!
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...
How confident are you  that your students canspeak spontaneously for30 seconds in the target language at the end of       ...
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-am...
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:student...
Demo
Class    TextProcedures
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 gibtthere is/are               Text  Es gibt einen Apfel auf dem Tisch.    There is an apple on the table.
die Katzethe cat                Text Es gibt eine Katze mit blauen Augen.     There is a cat with blue eyes.
die Mausthe mouse           Text     Es gibt eine Maus.     There is a mouse.
sieht anlooks at              Text   Das Mädchen sieht etwas an.    The girl looks at something.
schreitscreams          Text      Die Frau schreit.    The woman screams.
läuftruns                Text        Der Junge läuft schnell.          The boy runs fast.
where?             what?   who?how?               why?    when?                                    German                 ...
Es gibt zwei Mäuschen und eineMuttimaus. Sie wohnen in einemsehr großen Haus. Die zweiMäuschen essen Käse gern.
Sie wollen jetzt Käse essen. Diesezwei Mäuschen sehen dieMuttimaus an und schreien“Mutti! Wir haben Hunger! Wirwollen Käse...
Die Muttimaus sieht die zweiMäuschen an und sagt ihnen“Okay meine Kinder. Ich will inder Küche nach Käse suchen.”Aber in d...
Eine Katze kommt auf sie zu! Esist eine sehr große Katze! Sieschreien “Mutti! Mutti! Es gibteine sehr große Katze inunsere...
We n n d i e M u t t i m a u s d a sSchreien ihrer Kinder hört, läuftdie Muttimaus auf die Katze zuund schreit “Wau Wau!” ...
Wie gut, dass die Muttimauszweisprachig ist! An diesem Taglernen die zwei Mäuschen, dasses sehr wichtig ist, mehr als eine...
Q&A
break
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!
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 useshighly-interactive stories toprovide comprehensibleinput and create...
Stephen Krashen’sTheory of Second-language        Acquisition.
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
Acquiring Language
Natural
Comprehensible Input
Intuitive
Real-worldacquisition    vs.Classroomacquisition
14,600 hours
600 hours
Make every minute    COUNT!!!
Based in brain  research.
1. We don’t pay attention to       boring things.
Encourage laughter
2. We have 30 seconds torepeat something before it is         forgotten.
People usually forget 90% ofwhat they learn in a class within            30 days.
One could increase the lifespan of a memory simply byrepeating the information in      timed intervals.
3. Students must payattention in order to learn.
The unusual, the unpredictable, or the distinctive are powerful   ways to harness attention.
Emotions get our attention.
4. Most of what we learn is           visual.
Dramatize the story
Use props
wigs & hats
cardboard cutouts
funny noses
funny glasses
stuffed animals
toys
5. Initial learning is     important.
6. There are two types of       memories.
Declarative Memories
“The shirt is blue.”
“Jupiter is a planet.”
Learning about  language is declarative.
It is learning facts.
Non-Declarative  Memories
Memories that arenot in our consciousawareness, such as  riding a bike or    driving a car.
Learning to speak a    language is non-declarative.
It is a motor skill.
Information is remembered best      when it is elaborate,  meaningful, and contextual.                Medina,	  John.	  Br...
We add as manydetails as we can.
Each detail increases thechance that the students will       remember.
What we remember after 24 hours.      Sousa,	  David	  A..	  How	  the	  Brain	  Learns.	  Thousand	  Oaks:	  Corwin	  Pre...
TPRS® teaches for    Mastery
teach Mastery
Focus on Details
NOT language
3 Keys to Mastery
Key 1:Comprehensible
Key 2: Repetition
Key 3: Interesting
language asossible in the                          Gram and speak it      While the teache                      Vocabulary...
language asossible in the                          Gram and speak it   Don’t Shelter  DO NOT                   While the t...
Q&A
break
About  T      How to P             RAssessment &             S
4 BasicTPRS® Skills
brought that              the heart of TPRS®           As the year           meet with y           already knoCircling
#1 Key  TPRS®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 ...
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?”
Translate
Translate whatstudents don’t know
Write new words on       board
Ask students totranslate to check for    understanding
DON’T translate everything!
Circling withUpper Levels
Only circlenew or difficult  structures
If you circle everything,advanced students will get           bored!
Demo
Circling Demo
Q&A
Text        Textindividual work time
DirectionsUsing the “Circling” Template in handout…1. Write simple statement in target language as follows:   Lisa verb in...
Practice Rules✓ teacher stands✓ students respond✓ don’t correct the teacher✓ no discussion
Group PracticeIn your groups, take turns using yourtemplate to practice circling.At first, read your script in order fromt...
practice
break
PQA:   PersonalizedQuestions & Answers
#2 Key  TPRS®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
Adding details
#3 Key  TPRS®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 from China  wants a cat.
A boy from HongKong, China wants a       cat.
Ming Jr. from the 3rdstreet Burger King in Hong Kong, China    wants a cat.
Text    Textpartner time
Lets make each of these     more specific.           car         house         animal          violin          book
Most interestingdetails involve an      event.
Lets explain the following:A boy has a ten-thousand-dollar bill.    A girl has a bike that talks.
Teach to the Eyes!
#4 Key  TPRS®Technique
Teach STUDENTS not    curriculum.
Look in individualstudent’s eyes when     teaching.
Hold studentsaccountable.
Always check for understanding.
How to start your 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
llarry          bu a y      oca bu  .. V oca 1 V 1    2 S    2    ttorry     .. S o y                iing              ad ...
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 ...
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.
break
TPRS® in a Week
Monday
Monday✓ Introduce vocabulary✓ Background info about characters
1.Introduce Vocabulary
3 Structures
These are thestructures you want     to practice
Basic,high-frequency    words
Always translatethese structures
Lesson Plan             3 Structures his mom wants him to do his homeworkhis mom wanted him to do his homework            ...
Establish 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   2. Story:Background Info
Ask, don’t tell a story
Heart of the lesson
Don’t rush this step
Actors dramatize    the story
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
name
age
location
description
interests & friends
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.       ...
Add parallel character
Purpose of parallel character  is to compare & contrast     with 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. ...
work time
Story Practice Choose one structure that would teach inyour classroom. Create a main and parallel character that incorpora...
Step 1You will start the story using your structures.Point to the words when you say them and go slowly.Introduce the main...
Step 2You will continue the story using your structures.Point to the words when you say them and go slowly.Introduce the p...
practice
Q&A
break
Tuesday
Tuesday✓ 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
2. Story3 Acts
Meat of Tuesday’s lesson:at least 30 minutes
Asking a   ✓   ASK don’t tell a story            ✓   actors dramatize the story  Story     ✓   start with a statement     ...
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 h...
Start with astatement
Circle statement
Add details:3 levels of specificity
Circle each new detailbefore adding  next one
3 Locations   3 Acts
Location 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  Script out story pertaining to location 1There was a boy who didn’t like to do his homework. His        mom w...
work time
Story PracticeUsing your structure and main character,      create a storyline with 3 acts.     Script out “act 1” of your...
Step 3You will introduce the problem.Start by reviewing the facts already established.Script out your questions relating t...
practice
Location 2:Unsuccessful attempt to resolve problem
Have main character    go somewhere toattempt to solve problem
Script out your questionsrelating to the attempt to    solve 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 Script out story pertaining to location 2His mom took him to the library to do his homework. It was too quiet ...
work time
Story Practice     Script out “act 2” of your lesson.Remember to identify possible variables in             the storyline.
Step 4You will attempt to solve the problem unsuccessfully.Start by reviewing the facts already established.Have the main ...
Location 3:Resolve the problem
Have main character  go somewhere tofinally solve problem
Script out your questions  relating to problem         solution
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 Script out story regarding location 3His mom sent him to a tutor. The tutor was Angelina  Jolie. The boy fell ...
work time
Story Practice     Script out “act 3” of your lesson.Remember to identify possible variables in             the storyline.
Step 5You will solve the problem.Start by reviewing the facts already established.Have the main character go somewhere to ...
practice
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.
Demo
Student-Retell Demo
Q&A
break
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 don’t you know   about them?
Circle each new      detail
The details students come up with maycontradict the detailswhen the class reads      the story
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 thetranslated paragraph.
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 byasking comprehension      questions
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  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      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 and dance to songs daily
Sing & dance to song
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 asong competition
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 in thetarget language they        choose
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
break
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
Assess students   on skills
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 allof 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 on   vocabulary (given inEnglish), 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 studentsindividually, not based     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
During 1st quarter only oflevel 1: students can write  10 current vocabulary 3times each both in English   and target lang...
Participation Grade = Citizenship Grade
90-100 pts = Outstanding
80-89 pts = Satisfactory
60-79 pts = Needs  Improvement
0-59 pts = Unsatisfactory
Q&A
Q&A
Q&A
A different kind of professional development.™   ✓ workshops   ✓ webinars   ✓ webinars on demand™   ✓ webverstiy™   ✓ coac...
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™   ✓ coac...
TPRS® Beginning Workshop 2012-Nashville
TPRS® Beginning Workshop 2012-Nashville
TPRS® Beginning Workshop 2012-Nashville
TPRS® Beginning Workshop 2012-Nashville
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TPRS® Beginning Workshop 2012-Nashville

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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-Nashville

  1. 1. TPRS® Story-based A different kind of professional development.™ Immersion Scott Benedict scott@teachforjune.com2012 teachforjune.com
  2. 2. Thank you, Nashville!
  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 confident are you that your students canspeak spontaneously for30 seconds in the target language at the end of the year?
  6. 6. Or that your students could write a 100-wordstory in 5 minutes or less?
  7. 7. 1 in 4 Americans can hold a conversation in a second language.http://www.gallup.com/poll/1825/about-one-four-americans-can-hold-conversation-second-language.aspx
  8. 8. Insanity is doing thesame thing over and over again and expecting different results. —Albert Einstein
  9. 9. Yet, this is exactly what 1000s of world-language teachers doeveryday and have done for years.
  10. 10. If we truly want our students to be able tospeak and write at anylevel, we must change the way we teach. Period.
  11. 11. TPRS® is one such change that has given world-language teachers across the globe undeniable results:students who could speak and write the language.
  12. 12. Demo
  13. 13. Class TextProcedures
  14. 14. When I make a statement,you will respond chorallyby saying, “Ohhhhh!”
  15. 15. When I ask a question andyou know the answer, youwill answer chorally in thetarget language.
  16. 16. If it is a “yes” answerthan say, “Ja!”
  17. 17. If it’s a “no” answersay, “Nein!”
  18. 18. If I ask a question wherethe answer hasn’t beenestablished, make it up!But...
  19. 19. You must guess inGerman because it isa German story.
  20. 20. You can use propernouns.
  21. 21. When you guess,surprise me.If you don’t surpriseme, I will surprise you.
  22. 22. Raise your hand ifyou don’t understand TextOR I’m going toofast!!
  23. 23. Wortschatz vocabulary
  24. 24. es gibtthere is/are Text Es gibt einen Apfel auf dem Tisch. There is an apple on the table.
  25. 25. die Katzethe cat Text Es gibt eine Katze mit blauen Augen. There is a cat with blue eyes.
  26. 26. die Mausthe mouse Text Es gibt eine Maus. There is a mouse.
  27. 27. sieht anlooks at Text Das Mädchen sieht etwas an. The girl looks at something.
  28. 28. schreitscreams Text Die Frau schreit. The woman screams.
  29. 29. läuftruns Text Der Junge läuft schnell. The boy runs fast.
  30. 30. where? what? who?how? why? when? German how which? much? how many?
  31. 31. Es gibt zwei Mäuschen und eineMuttimaus. Sie wohnen in einemsehr großen Haus. Die zweiMäuschen essen Käse gern.
  32. 32. Sie wollen jetzt Käse essen. Diesezwei Mäuschen sehen dieMuttimaus an und schreien“Mutti! Wir haben Hunger! Wirwollen Käse essen. Bitte bringuns ein bisschen Käse!”
  33. 33. Die Muttimaus sieht die zweiMäuschen an und sagt ihnen“Okay meine Kinder. Ich will inder Küche nach Käse suchen.”Aber in diesem Moment sehendie zwei Mäuschen etwas, dasihnen Angst macht.
  34. 34. Eine Katze kommt auf sie zu! Esist eine sehr große Katze! Sieschreien “Mutti! Mutti! Es gibteine sehr große Katze inunserem Haus! Sie kommt aufuns zu! Wir haben sehr Angst!”
  35. 35. We n n d i e M u t t i m a u s d a sSchreien ihrer Kinder hört, läuftdie Muttimaus auf die Katze zuund schreit “Wau Wau!” Wenndie Katze den Schrei derMuttimaus auf Hund hört, drehtdie Katze sich um und läuft sehrschnell von dem Haus weg.
  36. 36. Wie gut, dass die Muttimauszweisprachig ist! An diesem Taglernen die zwei Mäuschen, dasses sehr wichtig ist, mehr als eineSprache zu sprechen.
  37. 37. Q&A
  38. 38. break
  39. 39. October 1, 2001 Monday
  40. 40. Emergency Permit
  41. 41. Observe
  42. 42. October 2, 2001 Tuesday
  43. 43. No sub
  44. 44. Teach
  45. 45. What?
  46. 46. 2:45 PMWhew!
  47. 47. But wait...
  48. 48. OPEN HOUSE!!!
  49. 49. What was that?
  50. 50. OH NO!
  51. 51. Taught
  52. 52. Change
  53. 53. I’mBlaine Ray!
  54. 54. TPRS®
  55. 55. Happy
  56. 56. Write
  57. 57. Speak
  58. 58. I love TPRS®because it works. My students are betterspeakers & writers and I’m a better teacher.
  59. 59. About T How to P RAssessment & S
  60. 60. About T How to P RAssessment & S
  61. 61. What isTPRS®?
  62. 62. TPRS® stands forTeaching Proficiency through Reading and Storytelling
  63. 63. TPRS® is immersion through stories.
  64. 64. TPRS® is a method of second-language teaching that useshighly-interactive stories toprovide comprehensibleinput and create anatmosphere of immersion inthe classroom.
  65. 65. Stephen Krashen’sTheory of Second-language Acquisition.
  66. 66. 5 Main Hypotheses
  67. 67. Acquisition-learning Hypothesis
  68. 68. Monitor Hypothesis
  69. 69. Natural Order Hypothesis
  70. 70. Input Hypothesis
  71. 71. Affective Filter Hypothesis
  72. 72. Learning Language vs.Acquiring Language
  73. 73. Learning Language
  74. 74. Artificial
  75. 75. Memorization
  76. 76. Grammar Rules
  77. 77. Acquiring Language
  78. 78. Natural
  79. 79. Comprehensible Input
  80. 80. Intuitive
  81. 81. Real-worldacquisition vs.Classroomacquisition
  82. 82. 14,600 hours
  83. 83. 600 hours
  84. 84. Make every minute COUNT!!!
  85. 85. Based in brain research.
  86. 86. 1. We don’t pay attention to boring things.
  87. 87. Encourage laughter
  88. 88. 2. We have 30 seconds torepeat something before it is forgotten.
  89. 89. People usually forget 90% ofwhat they learn in a class within 30 days.
  90. 90. One could increase the lifespan of a memory simply byrepeating the information in timed intervals.
  91. 91. 3. Students must payattention in order to learn.
  92. 92. The unusual, the unpredictable, or the distinctive are powerful ways to harness attention.
  93. 93. Emotions get our attention.
  94. 94. 4. Most of what we learn is visual.
  95. 95. Dramatize the story
  96. 96. Use props
  97. 97. wigs & hats
  98. 98. cardboard cutouts
  99. 99. funny noses
  100. 100. funny glasses
  101. 101. stuffed animals
  102. 102. toys
  103. 103. 5. Initial learning is important.
  104. 104. 6. There are two types of memories.
  105. 105. Declarative Memories
  106. 106. “The shirt is blue.”
  107. 107. “Jupiter is a planet.”
  108. 108. Learning about language is declarative.
  109. 109. It is learning facts.
  110. 110. Non-Declarative Memories
  111. 111. Memories that arenot in our consciousawareness, such as riding a bike or driving a car.
  112. 112. Learning to speak a language is non-declarative.
  113. 113. It is a motor skill.
  114. 114. Information is remembered best when it is elaborate, meaningful, and contextual. Medina,  John.  Brain  Rules.  Sea4le:  Pear  Press,  2008.    p.  100.
  115. 115. We add as manydetails as we can.
  116. 116. Each detail increases thechance that the students will remember.
  117. 117. What we remember after 24 hours. Sousa,  David  A..  How  the  Brain  Learns.  Thousand  Oaks:  Corwin  Press,  2006.
  118. 118. TPRS® teaches for Mastery
  119. 119. teach Mastery
  120. 120. Focus on Details
  121. 121. NOT language
  122. 122. 3 Keys to Mastery
  123. 123. Key 1:Comprehensible
  124. 124. Key 2: Repetition
  125. 125. Key 3: Interesting
  126. 126. 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
  127. 127. 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
  128. 128. Q&A
  129. 129. break
  130. 130. About T How to P RAssessment & S
  131. 131. 4 BasicTPRS® Skills
  132. 132. brought that the heart of TPRS® As the year meet with y already knoCircling
  133. 133. #1 Key TPRS®Technique
  134. 134. The art of askingrepetitive questions
  135. 135. Start with a statement Statement should include structure
  136. 136. Ask yes/no questionwhere answer is YES Repeat answer: “yes, ...”
  137. 137. Ask either/or question Repeat answer: “that’s correct, ...”
  138. 138. Ask yes/no questionwhere answer is NO Repeat answer: “no, ...” Restate correct statement
  139. 139. Ask question-word question Repeat answer: “Yes, ...”These are more difficult—target superstar until class is ready
  140. 140. get a new detail and repeatAsk 3-4 questions and then get new detail.
  141. 141. Circle the subject,object, AND verb!
  142. 142. Randomize questions!
  143. 143. Comprehension Checks
  144. 144. Check forunderstanding FREQUENTLY
  145. 145. Ask class as well as individuals
  146. 146. Comprehension checks are in ENGLISH
  147. 147. “What did I just say?”
  148. 148. “What did I ask?”
  149. 149. “What does __ mean?”
  150. 150. Translate
  151. 151. Translate whatstudents don’t know
  152. 152. Write new words on board
  153. 153. Ask students totranslate to check for understanding
  154. 154. DON’T translate everything!
  155. 155. Circling withUpper Levels
  156. 156. Only circlenew or difficult structures
  157. 157. If you circle everything,advanced students will get bored!
  158. 158. Demo
  159. 159. Circling Demo
  160. 160. Q&A
  161. 161. Text Textindividual work time
  162. 162. 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.
  163. 163. Practice Rules✓ teacher stands✓ students respond✓ don’t correct the teacher✓ no discussion
  164. 164. 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.
  165. 165. practice
  166. 166. break
  167. 167. PQA: PersonalizedQuestions & Answers
  168. 168. #2 Key TPRS®Technique
  169. 169. Ask questions using target phrases
  170. 170. Concentrate onbeing personal
  171. 171. It’s like mingling at a party
  172. 172. Report to class
  173. 173. Circle info
  174. 174. Get more details
  175. 175. Report to class
  176. 176. Circle info
  177. 177. Repeat untilthere is a lull
  178. 178. Askanother student
  179. 179. Repeat process
  180. 180. Compare & contrast
  181. 181. Adding details
  182. 182. #3 Key TPRS®Technique
  183. 183. 3 levels ofSpecificity
  184. 184. general specific
  185. 185. Try to go at least 3 levels deepwhen adding details
  186. 186. The story gets more interesting with more specifics.
  187. 187. A boy wants a cat.
  188. 188. A boy from China wants a cat.
  189. 189. A boy from HongKong, China wants a cat.
  190. 190. Ming Jr. from the 3rdstreet Burger King in Hong Kong, China wants a cat.
  191. 191. Text Textpartner time
  192. 192. Lets make each of these more specific. car house animal violin book
  193. 193. Most interestingdetails involve an event.
  194. 194. Lets explain the following:A boy has a ten-thousand-dollar bill. A girl has a bike that talks.
  195. 195. Teach to the Eyes!
  196. 196. #4 Key TPRS®Technique
  197. 197. Teach STUDENTS not curriculum.
  198. 198. Look in individualstudent’s eyes when teaching.
  199. 199. Hold studentsaccountable.
  200. 200. Always check for understanding.
  201. 201. How to start your year
  202. 202. Power PQA™
  203. 203. Have studentswrite their first name BIG on the top of the paper.
  204. 204. Level 1 Have them drawwhat they like to do.
  205. 205. Level 2 Have them drawwhat they are afraid of.
  206. 206. Level 3 Have them drawwhat makes them unique.
  207. 207. Level 4 Have them drawwhat would they doif they had a million dollars.
  208. 208. Ask 2-3 students per day
  209. 209. 4-6 studentsper day on block
  210. 210. Spend approximately4 weeks on this activity
  211. 211. Slowly expandvocabulary base
  212. 212. Where & with whom
  213. 213. Months, seasons, & weather
  214. 214. Days, dates & time
  215. 215. any other logical “next step”
  216. 216. Demo
  217. 217. Power PQA Demo
  218. 218. 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®
  219. 219. One week.Three steps.
  220. 220. If your classes meet every day or every other day onthe block, you will complete all 3 steps in one week.
  221. 221. 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.
  222. 222. Step 1:Vocabulary
  223. 223. The first step of TPRS®is to establish the meaning of our structures.
  224. 224. Step 2: Story
  225. 225. The second step of TPRS® is to create an oral story with your students.
  226. 226. Step 3:Reading
  227. 227. The third step of TPRS® is to read with your students.
  228. 228. break
  229. 229. TPRS® in a Week
  230. 230. Monday
  231. 231. Monday✓ Introduce vocabulary✓ Background info about characters
  232. 232. 1.Introduce Vocabulary
  233. 233. 3 Structures
  234. 234. These are thestructures you want to practice
  235. 235. Basic,high-frequency words
  236. 236. Always translatethese structures
  237. 237. Lesson Plan 3 Structures his mom wants him to do his homeworkhis mom wanted him to do his homework while
  238. 238. Establish Meaning
  239. 239. 3 ways toestablish meaning
  240. 240. 1. 3 target phrases
  241. 241. Include structure
  242. 242. Target Language in one color
  243. 243. English in another
  244. 244. Students copy list
  245. 245. 2. TPR & Gestures
  246. 246. Model
  247. 247. Delay modeling
  248. 248. Stop modeling
  249. 249. Vary groups
  250. 250. Novel commands
  251. 251. Assess
  252. 252. 3. PQA
  253. 253. Q&A
  254. 254. Text 2. Story:Background Info
  255. 255. Ask, don’t tell a story
  256. 256. Heart of the lesson
  257. 257. Don’t rush this step
  258. 258. Actors dramatize the story
  259. 259. Meat ofMonday’s lesson:at least 30 minutes
  260. 260. Class Procedures
  261. 261. Students must respond to eachstatement/question
  262. 262. “Ooohh”“Oh, no, oh, no” expression
  263. 263. Choral Answer
  264. 264. Make it up!
  265. 265. Vary choral responses withindividual ones
  266. 266. Strong Response— Great!
  267. 267. Weak or NoResponse...
  268. 268. Students didn’t understand
  269. 269. Students weren’t engaged
  270. 270. Students weren’t focused on procedure
  271. 271. Coach how to“play the game”
  272. 272. Listen for cute or funny answers
  273. 273. Don’t take the first answer— solicit more participation
  274. 274. How to Ask a Story: Background Info
  275. 275. Introduce main character
  276. 276. Get a student actor
  277. 277. What don’t you knowabout main character?
  278. 278. Add details aboutcharacter by asking questions
  279. 279. Doesn’t need to be relevant
  280. 280. Practice any word or structure
  281. 281. name
  282. 282. age
  283. 283. location
  284. 284. description
  285. 285. interests & friends
  286. 286. Verify details with actors in present tense
  287. 287. Verify details with class in past tense
  288. 288. 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?
  289. 289. Add parallel character
  290. 290. Purpose of parallel character is to compare & contrast with main character
  291. 291. Get another student actor
  292. 292. What don’t you knowabout parallel character?
  293. 293. Verify details with actors in present tense
  294. 294. Verify details with class in past tense
  295. 295. compare & contrast
  296. 296. 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.
  297. 297. work time
  298. 298. Story Practice Choose one structure that would teach inyour classroom. Create a main and parallel character that incorporates this structure.You will develop and script Monday’s lesson based on these characters.
  299. 299. Step 1You will start the story using your structures.Point to the words when you say them and go slowly.Introduce the main character and choose studentactor—add details about him/her by asking questions.Verify details with actor (present tense) and audience(past tense)Add details about where he/she was—3 levels ofspecificity: state, city, location.
  300. 300. Step 2You will continue the story using your structures.Point to the words when you say them and go slowly.Introduce the parallel character and choose studentactor—add details about him/her by asking questions.Verify details with actor (present tense) and audience(past tense)Add details about where he/she was—3 levels ofspecificity: state, city, location.
  301. 301. practice
  302. 302. Q&A
  303. 303. break
  304. 304. Tuesday
  305. 305. Tuesday✓ Review character info✓ Introduce problem✓ Attempt to solve the problem✓ Solve the problem
  306. 306. Review main character info from yesterday
  307. 307. Circle it all againyou can go a little faster it’s review
  308. 308. 2. Story3 Acts
  309. 309. Meat of Tuesday’s lesson:at least 30 minutes
  310. 310. Asking a ✓ ASK don’t tell a story ✓ actors dramatize the story Story ✓ start with a statement ✓ 3 locations ✓ PERSONALIZEHow to Ask a Story: 3 Acts
  311. 311. Read or Write Story
  312. 312. Look for variables that can be expanded and changed
  313. 313. Script surprise details
  314. 314. 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. 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.
  315. 315. Start with astatement
  316. 316. Circle statement
  317. 317. Add details:3 levels of specificity
  318. 318. Circle each new detailbefore adding next one
  319. 319. 3 Locations 3 Acts
  320. 320. Location 1:Introduce the problem
  321. 321. Every story has a problem
  322. 322. Lesson Plan Problemhe doesn’t do his homework
  323. 323. Oh, no! Oh, no, class!The boy had a problem.
  324. 324. Script out your questionsrelating to the introduction of the problem
  325. 325. Use dialogue
  326. 326. Tell the class whatthe characters say
  327. 327. Then have thecharacters say it
  328. 328. Remember to verify details with actor in present and class in past tense
  329. 329. Lesson Plan Script out story pertaining to location 1There was a boy who didn’t like to do his homework. His mom wanted him to do his homework.
  330. 330. work time
  331. 331. Story PracticeUsing your structure and main character, create a storyline with 3 acts. Script out “act 1” of your lesson.Remember to identify possible variables in the storyline.
  332. 332. Step 3You will introduce the problem.Start by reviewing the facts already established.Script out your questions relating to the problem setup.Verify all details with actors in present tense and withaudience in past tense.
  333. 333. practice
  334. 334. Location 2:Unsuccessful attempt to resolve problem
  335. 335. Have main character go somewhere toattempt to solve problem
  336. 336. Script out your questionsrelating to the attempt to solve the problem
  337. 337. Use dialogue
  338. 338. Tell the class whatthe characters say
  339. 339. Then have thecharacters say it
  340. 340. Remember to verify details with actor in present and class in past tense
  341. 341. Lesson Plan Script out story pertaining to location 2His mom took him to the library to do his homework. It was too quiet in the library and the boy fell asleep.
  342. 342. work time
  343. 343. Story Practice Script out “act 2” of your lesson.Remember to identify possible variables in the storyline.
  344. 344. Step 4You will attempt to solve the problem unsuccessfully.Start by reviewing the facts already established.Have the main character go somewhere to attempt tosolve their problem.Use dialogue. Tell the audience what the charactersaid and then have the actor say it.Verify all details with actors in present tense and withaudience in past tense.
  345. 345. Location 3:Resolve the problem
  346. 346. Have main character go somewhere tofinally solve problem
  347. 347. Script out your questions relating to problem solution
  348. 348. Use dialogue
  349. 349. Tell the class whatthe characters say
  350. 350. Then have thecharacters say it
  351. 351. Remember to verify details with actor in present and class in past tense
  352. 352. Lesson Plan Script out story regarding location 3His 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.
  353. 353. work time
  354. 354. Story Practice Script out “act 3” of your lesson.Remember to identify possible variables in the storyline.
  355. 355. Step 5You will solve the problem.Start by reviewing the facts already established.Have the main character go somewhere to finally solvetheir problem.Use dialogue. Tell the audience what the charactersaid and then have the actor say it.Verify all details with actors in present tense and withaudience in past tense.
  356. 356. practice
  357. 357. Recycle the Story
  358. 358. At any point, stop, goback, and review the story.
  359. 359. Re-circle therecycled parts.
  360. 360. Continue story when you get back to where you left off.
  361. 361. Story Retells
  362. 362. Have studentsfrequently retell story to their partners...
  363. 363. After a particular scene.
  364. 364. After the story ends.
  365. 365. Have superstar retell story to class.
  366. 366. Demo
  367. 367. Student-Retell Demo
  368. 368. Q&A
  369. 369. break
  370. 370. Wednesday
  371. 371. Wednesday✓ Add background info to reading✓ Add a student as a parallel character✓ Compare & contrast character & student
  372. 372. Meat ofWednesday’s lesson: at least 30 minutes
  373. 373. Develop main characterfrom extended reading
  374. 374. Using questioning, develop the main character
  375. 375. What don’t you know about them?
  376. 376. Circle each new detail
  377. 377. The details students come up with maycontradict the detailswhen the class reads the story
  378. 378. Choose a studentto be the parallel character
  379. 379. As you add detailsto the main character, compare & contrast with student
  380. 380. Be sure to circle as youcompare & contrast
  381. 381. Q&A
  382. 382. Thursday
  383. 383. Thursday✓ Read extended reading✓ Translate extended reading✓ Discuss extended reading
  384. 384. Text3. Reading
  385. 385. TextReading is powerful.
  386. 386. 70%language ability
  387. 387. How to readthe TPRS® way
  388. 388. Meat ofThursday’s lesson:at least 30 minutes
  389. 389. Step 1: Teacher readsa sentence or chunk.
  390. 390. Step 2: Class chorally translatessentence or chunk.
  391. 391. Translateone paragraph at a time.
  392. 392. Step 3: Ask the facts of thetranslated paragraph.
  393. 393. Facts can’t change.
  394. 394. Students answer chorally.
  395. 395. Pop-Up Grammar
  396. 396. Highlight in reading BEFORE class.
  397. 397. Focus on the MEANING.
  398. 398. Pop-up often and frequently.
  399. 399. Compare & contrast.
  400. 400. Scafflold your questions.
  401. 401. Hold your superstars accountable.
  402. 402. Goal is to acquire over time,not immediately.
  403. 403. Reading Variation
  404. 404. Read intarget language.
  405. 405. Translate onlyunknown words.
  406. 406. Ask questions in English.
  407. 407. Reserve for moreadvanced levels.
  408. 408. Demo
  409. 409. Reading Demo
  410. 410. Q&A
  411. 411. Friday
  412. 412. Friday✓ Read novel or do story strip
  413. 413. Read novel
  414. 414. Follow same reading stepsas extended reading
  415. 415. Teacher reads
  416. 416. Students translate chorally
  417. 417. Discuss reading byasking comprehension questions
  418. 418. Add details to the reading through questioning.
  419. 419. Students give unusual & unexpected answers.
  420. 420. Choose best answer.
  421. 421. Add details from students’ culture.
  422. 422. Create a parallel story using a student as the main character.
  423. 423. This is a similar story but with details about the student.
  424. 424. Dramatize 1 or 2 pivotal scenes
  425. 425. Use studentactors & props.
  426. 426. Q&A
  427. 427. Story Strip
  428. 428. Use a comic strip to ask a story
  429. 429. Great review of week’s words and structures
  430. 430. Use same story techniquesas asking a story with actors
  431. 431. Demo
  432. 432. Story-Strip Demo Demo
  433. 433. Q&A
  434. 434. Enrichment Activities
  435. 435. Talk about weekend
  436. 436. Have students write 3 activities they didover the weekend inthe target language
  437. 437. Don’t allow boring answers
  438. 438. Let them “lie”
  439. 439. Coach how to“play the game”
  440. 440. Use PQA skill to get details
  441. 441. “Kindergarten Day”
  442. 442. Choose a children’sbook appropriate to students’ level
  443. 443. Set up likeelementary school
  444. 444. Read the book “infant style”
  445. 445. Use circle skill to increasecomprehensible input
  446. 446. Allow students tobring in snacks or stuffed animals
  447. 447. Make it fun!
  448. 448. Demo
  449. 449. “Kindergarten Day” Demo Demo
  450. 450. Songs
  451. 451. Choose a songappropriate tostudents’ level
  452. 452. Choosechildren’s songs,popular music, or learning songs
  453. 453. Introduce song with cloze activity
  454. 454. song cloze activity
  455. 455. Copy lyrics forstudents with some words missing
  456. 456. Have students tryto fill in the words as they listen to the song
  457. 457. Sing and dance to songs daily
  458. 458. Sing & dance to song
  459. 459. Create gestures or adance for the week’s song
  460. 460. Have students sing & gesture/dance to practice song
  461. 461. Demo
  462. 462. Song & Dance Demo
  463. 463. End the week with asong competition
  464. 464. Song competition
  465. 465. Divide the class into two teams
  466. 466. Have them compete on who sings the loudest
  467. 467. Alternate line by lineor stanza by stanza
  468. 468. Change out songsevery 2 to 3 weeks
  469. 469. Free voluntary reading
  470. 470. Create a reading library in your classroom
  471. 471. Give students time to read any book, magazine, or newspaper in thetarget language they choose
  472. 472. Model good reading habits
  473. 473. Hold studentsaccountable with a reading log
  474. 474. Timed-writing
  475. 475. Goal:write 100-word story in the target language in 5 minutes
  476. 476. Start at 10 minutes
  477. 477. Decrease time when class average hits 100 words
  478. 478. Keep track of word count but not for grade
  479. 479. Grade 2 per quarterbased on quality of writing
  480. 480. Absolutely the BESTway to assess true writing ability!
  481. 481. Q&A
  482. 482. break
  483. 483. About T How to P RAssessment & S
  484. 484. Assessments and Grading
  485. 485. Academic Grade
  486. 486. Base grades on proficiency levelsrather than number of assignments turned in
  487. 487. Beginner
  488. 488. Novice
  489. 489. Intermediate
  490. 490. Proficient
  491. 491. Advanced
  492. 492. Use skills rather thanproducts to assess students
  493. 493. Assess students on skills
  494. 494. Grading Categories
  495. 495. Culture10%
  496. 496. ListeningComprehension15%
  497. 497. ReadingComprehension15%
  498. 498. Writing30%
  499. 499. Speaking30%
  500. 500. 50-60% of gradeshould be dedicated to speaking and writing
  501. 501. 20-30% of gradeshould be dedicated to listening and reading
  502. 502. Only 3 assessments per gradingcategory per quarter
  503. 503. 2 formative assessments in the form of quizzes prior tothe quarter/semester exam
  504. 504. 1 summative assessment as a section of the quarter/ semester exam
  505. 505. Each section is evaluated and recorded in grade book SEPARATELY
  506. 506. Culture Assessments10-20 multiple-choice or true/falsequestions based on culture studied
  507. 507. Culture Ideas
  508. 508. Holidays & festivals
  509. 509. Food
  510. 510. Capitals andmajor cities
  511. 511. Currency
  512. 512. Interesting facts from various places (think really strange or different)
  513. 513. Try to include things from allof the countries/regions that speak your language
  514. 514. Listening & Reading Assessments
  515. 515. Story-based
  516. 516. Listening or reading prompt is a story in the target language
  517. 517. 10-20 content-based,multiple-choice or true/false questions IN ENGLISH!!!
  518. 518. Picture-based
  519. 519. Listening or readingprompts are sentences based off of pictures
  520. 520. Students choose the picturethat best fits with the sentence
  521. 521. Drawing-based
  522. 522. Listening or reading prompts are steps to draw a picture
  523. 523. Students draw what they read or are told
  524. 524. Writing Assessments
  525. 525. FormativeAssessments (quizzes)
  526. 526. Choose at random atleast 2 of your students’ weekly timed-writings
  527. 527. Summative Assessments(quarter/semester exams)
  528. 528. Students write a minimum of a 100-words story
  529. 529. Story is based either on vocabulary (given inEnglish), structure (implicitly stated), or pictures
  530. 530. Assessing writing
  531. 531. Assess solely oncomprehensibility and complexity
  532. 532. Level 1 ➙ kindergarten/1st grade = B
  533. 533. Level 2 ➙ 2nd grade = B
  534. 534. Level 3 ➙ 3rd grade = B
  535. 535. Level 4/AP ➙ 4th grade = B
  536. 536. Increase or decrease grade based on above standards
  537. 537. Speaking Assessments
  538. 538. FormativeAssessments (quizzes)
  539. 539. Students form groups of 4 or 6 depending on class size
  540. 540. Students create story and draw it out in boxes (1 box per student in group)
  541. 541. LIMIT STORY CREATION/DRAWING TIME TO 7-10 MINUTES!!!!
  542. 542. Have groups tell their storyto the class—each student is responsible for 1 box
  543. 543. Summative Assessments(quarter/semester exams)
  544. 544. Students are given apicture story to look at
  545. 545. 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)
  546. 546. Students get twice as much time to look at the picture to gather their thoughts
  547. 547. Assessing Speaking
  548. 548. Assess solely oncomprehensibility and complexity
  549. 549. Assess studentsindividually, not based on the group
  550. 550. Participation/effort is not a grade! Do not grade on behavior.
  551. 551. No more than1 assessment per week (sometimes 2)
  552. 552. Don’t assess writing or speaking during1st quarter of level 1
  553. 553. All quizzes are UNANNOUNCED Goal is 80% of studentsearning 80% or better—ifnot, reteach and reassess
  554. 554. Q&A
  555. 555. Participation
  556. 556. Students start with 70 participationpoints per quarter
  557. 557. Students earnparticipation points (1 at a time) by...
  558. 558. Speaking in target language
  559. 559. Answering questions
  560. 560. Acting in stories
  561. 561. Writing over 100 words on a timed writing orimproving their word count over the previous week
  562. 562. Anything else that leads towardslanguage acquisition
  563. 563. Students loseparticipation points (5 at a time) by...
  564. 564. Speaking in English
  565. 565. Hall/bathroom passes
  566. 566. Absences
  567. 567. Tardies
  568. 568. Behavior issues
  569. 569. Anything that detracts from language acquisition
  570. 570. Students may makeup participation points (5 at a time) by...
  571. 571. Writing a 100-word story in the target language using 10 currentvocabulary at least twice
  572. 572. During 1st quarter only oflevel 1: students can write 10 current vocabulary 3times each both in English and target language
  573. 573. Participation Grade = Citizenship Grade
  574. 574. 90-100 pts = Outstanding
  575. 575. 80-89 pts = Satisfactory
  576. 576. 60-79 pts = Needs Improvement
  577. 577. 0-59 pts = Unsatisfactory
  578. 578. Q&A
  579. 579. Q&A
  580. 580. Q&A
  581. 581. A different kind of professional development.™ ✓ workshops ✓ webinars ✓ webinars on demand™ ✓ webverstiy™ ✓ coaching ✓ consulting Scott Benedict scott@teachforjune.comcopyright © 2011 teachforjune.com teachforjune.com
  582. 582. Curriculum Mapbackwards plan Proficiency
  583. 583. High-frequency vocabulary,structures, and culture
  584. 584. Divide by 4and determinewhen to teach what
  585. 585. Divide in half and write semester exams
  586. 586. Divide in half againand write 1st & 3rd quarter exams
  587. 587. Break your quarters into weekly lessonsteaching 3-6 phrases per week
  588. 588. Write your quizzes for each lesson
  589. 589. Write your stories(weekly lessons)
  590. 590. Q&A
  591. 591. A different kind of professional development.™ ✓ workshops ✓ webinars ✓ webinars on demand™ ✓ webverstiy™ ✓ coaching ✓ consulting Scott Benedict scott@teachforjune.comcopyright © 2011 teachforjune.com teachforjune.com

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