TPRS®         Story-based                A different kind of professional development.™          Immersion                ...
Thank you,Philadelphia!
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 many people have tried or are usingTPRS® in their classroom?
How many of you haveattended a TPRS® Workshop         before?
How many of you have attended more than 1TPRS® Workshop before?
How confident are you  that your students canspeak spontaneously for30 seconds in the target language at the end of       ...
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...
October 1, 2001   Monday
Emergency Permit
Observe
October 2, 2001   Tuesday
No sub
Teach
What?
2:45 PMWhew!
But wait...
OPEN HOUSE!!!
What was that?
OH NO!
Taught
Change
I’mBlaine Ray!         Text
TPRS®
Happy
Write
Speak
I love TPRS®because it works.  My students are betterspeakers & writers and I’m a     better teacher.
About  T      How to P             RAssessment &             S
About  T      How to P             RAssessment &             S
What   isTPRS®?
TPRS® stands forTeaching Proficiency       through    Reading and     Storytelling
TPRS® is immersion  through stories.
TPRS® is a method of second-language teaching that uses highly-interactive stories to  provide comprehensible    input and...
Stephen Krashen’s Theory  of Second-language       Acquisition.
5 Main Hypotheses 5 Main Hypotheses
Acquisition-learning   Hypothesis
Monitor Hypothesis
Natural Order Hypothesis
Input Hypothesis
Affective Filter Hypothesis
Learning Language        vs.Acquiring Language
Learning Language
Artificial
Memorization
Grammar Rules
Learning about language    is learning facts.
Acquiring Language
Natural
Comprehensible Input
Intuitive
Learning to speak alanguage is a motor skill.
Real-worldacquisition    vs.Classroomacquisition
14,600 hours
600 hours600 hours
Make every minute    COUNT!!!
We teach for Mastery
teach Mastery by...
Focusing on Details
We add as manydetails as we can.
Each detail increases thechance that the students will       remember.
Adding details
3 levels ofSpecificity
general   specific
Try to go at least   3 levels deepwhen adding details
The story gets more  interesting with  more specifics.
A boy wants a cat.A boy wants a cat.
A boy from ChinaA boy from China  wants a cat.   wants a cat.
A boy from Hong  A boy from HongKong, China wants aKong, China wants a        cat.        cat.
Ming Jr. from the 3rdMing Jr. from the 3rdstreet Burger King instreet Burger King in Hong Kong, China Hong Kong, China    ...
NOT language
Practicing structure is the key to mastery.
3 Keys to Mastery      Text
Text   Key 1:Comprehensible
Use words students know
Write unknown words on the          board
Speak slowly
TextKey 2: Repetition
Text  We have 30 seconds torepeat something before it is         forgotten.
Text People usually forget 90% ofwhat they learn in a class within            30 days.
Text One could increase the lifespan of a memory simply byrepeating the information in      timed intervals.
TextInformation is remembered best      when it is elaborate,  meaningful, and contextual.                Medina,	  John.	...
To get more repetitions, werecycle 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.
TextKey 3: Interesting
Students must pay attention     in order to learn.          Text
We don’t pay attention to     boring things.         Text
TextThe unusual, the unpredictable, or the distinctive are powerful   ways to harness attention.
Use props            Text       Use props
Teach to the Eyes!
Teach STUDENTS not    curriculum.
Look in individualstudent’s eyes when     teaching.
Hold studentsaccountable.
Always check for understanding.
Q&A
Demo
ClassProcedures
When I make a statement,you will respond chorallyby saying,  “Ohhhhh!”
When I ask a question andyou know the answer, youwill answer chorally in thetarget language.
If it is a “yes” answerthan say,      “Ja!”
If it’s a “no” answersay,   “Nein!”
If I ask a question wherethe answer hasn’t beenestablished, make it up!But...
You must guess inGerman because it isa German story.
You can use propernouns.
When you guess,surprise me.If you don’t surpriseme, I will surprise you.
Raise your hand ifyou don’t understand       TextOR I’m going toofast!!
Wortschatz  vocabulary
es gibtthere is/are  Es gibt einen Apfel auf dem Tisch.    There is an apple on the table.
die Katzethe cat Es gibt eine Katze mit blauen Augen.     There is a cat with blue eyes.
die Mausthe mouse     Es gibt eine Maus.     There is a mouse.
sieht anlooks at   Das Mädchen sieht etwas an.    The girl looks at something.
schreitscreams      Die Frau schreit.    The woman screams.
läuftruns        Der Junge läuft schnell.          The boy runs fast.
where?             what?   who?how?               why?    when?                                    German                 ...
es gibt = there is                           ich brauche = I need          die Katze = the cat                       ein F...
Es gibt zwei Mäuschen und eineMuttimaus. Sie wohnen in einem sehrgroßen Haus. Die zwei Mäuschenessen Käse gern.
Sie wollen jetzt Käse essen. Diese zweiMäuschen sehen die Muttimaus an undschreien “Mutti! Wir haben Hunger!Wir wollen Käs...
Die Muttimaus sieht die zweiMäuschen an und sagt ihnen “Okaymeine Kinder. Ich will in der Küchenach Käse suchen.” Aber in ...
Eine Katze kommt auf sie zu! Es isteine sehr große Katze! Sie schreien“Mutti! Mutti! Es gibt eine sehr großeKatze in unser...
Wenn die Muttimaus das Schreienihrer Kinder hört, läuft die Muttimausauf die Katze zu und schreit “WauWau!” Wenn die Katze...
Wie gut, dass die Muttimauszweisprachig ist! An diesem Tag lernendie zwei Mäuschen, dass es sehrwichtig ist, mehr als eine...
Q&A
About  T      How to P             RAssessment &             S
Key Concept
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
brought that              the heart of TPRS®           As the year           meet with y           already knoCircling
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?”
Circling withUpper Levels
Only circlenew or difficult  structures
If you circle everything,advanced students will get           bored!
Demo
Circling Demo
Q&A
Work Time
DirectionsUsing the “Circling” Template in handout…1. Write simple statement in target language as follows:   Lisa verb in...
Group PracticeIn your groups, take turns using yourtemplate to practice circling.At first, read your script in order fromt...
Circling Practice
PracticeGetting Details
Step 1     Start with a sentence       Elena was a girl.Talk to the class in past tense.           Ask Elena:         Are ...
Step 2                Add a location       You now have two sentences               Elena was a girl.             She was ...
Step 3  Add a more specific location   Now you have 3 sentences        Elena was a girl.      She was in Arizona.She was i...
Step 4Add an even more specific location         Elena was a girl.       She was in Arizona.  She was in Happy Valley, AZ....
Step 5         Add a parallel character Compare and contrast both characters  Elena was a girl in Happy Valley, AZ at     ...
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.
TPRS® in a Week
Monday
MondayTPRS® Step 1✓ Introduce vocabularyTPRS® Step 2✓ Background info about characters
Work Time
Choose 1 structure that you’ll have to teach this year. It can be from anylevel. Write it down in the    target language.
Step 1Introduce Vocabulary
3 Structures
These are thestructures you want     to practice
Basic,high-frequency    words
Always translatethese structures
Lesson Plan             3 Structures his mom wants him to do his homeworkhis mom wanted him to do his homework            ...
Establish MeaningEstablish Meaning
3 ways toestablish meaning
1. 3 target phrases
Include structure
Target Language in    one color
English in another
Students copy list
2. TPR & Gestures
Model
Delay modeling
Stop modeling
Vary groups
Novel commands
Assess
3. PQA
Ask questions using  target phrases
Concentrate onbeing personal
It’s like mingling     at a party
Report to class
Circle info
Get more details
Report to class
Circle info
Repeat untilthere is a lull
Askanother student
Repeat process
Compare & contrast
Q&A
Text         Step 2Story: 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
When adding  details...
“Almost”Technique
“It’s obvious!”  Technique
“It’s ridiculous”   Technique
Class Procedures
Students must  respond to eachstatement/question
“Ooohh”“Oh, no, oh, no”  expression
Choral Answer
Make it up!
Vary choral responses withindividual ones
Strong Response—      Great!
Weak or NoResponse...
Students didn’t  understand
Students weren’t   engaged
Students weren’t   focused on    procedure
Coach how to“play the game”
Listen for cute or funny answers
Don’t take the first    answer—  solicit more  participation
How to Ask a Story: Background Info
Introduce main character
Get a student actor
What don’t you knowabout main character?
Add details aboutcharacter by asking     questions
Doesn’t need to be relevant
Practice any word   or structure
Verify details with actors     in present tense
Verify details with class      in past tense
Lesson Plan   Main Character Background InfoWhat don’t I know about the character?           Class, there is a boy.       ...
Work Time
You will have approximately 5 minutes to plan out your main  character. You’ll then work ingroups of 3 introducing your ma...
Decide whether you will get your details from interviewing your actor or from the                audience.   Things you’ll...
Background Info       Practice
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
You will have approximately5 minutes to plan out your parellel   character. You’ll then work in   groups of 3 introducing ...
Decide whether you will get your details from interviewing your actor or from the                audience.   Things you’ll...
Parallel Character          Practice
Q&A
Tuesday
TuesdayStep 2 (continued)✓ Review character info✓ Introduce problem✓ Attempt to solve the problem✓ Solve the problem
Review main character  info from yesterday
Circle it all againyou can go a little faster      it’s review
Step 2Story: 3 Acts
Meat of Tuesday’s lesson:at least 30 minutes
How to Ask a Story:      3 Acts
Read or Write Story
Look for variables   that can be expanded and    changed
Script surprise details
Lesson Plan            Storyline with VariablesThere was a boy who didn’t like to do his homework. His        mom wanted 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=Act 1:Introduce the problem
Every story has a    problem
Lesson Plan         Problemhe doesn’t do his homework
Oh, no! Oh, no, class!The boy had a problem.
Plan out Act 1 of your        story.In act 1, you set up the       problem.
Use dialogue
Tell the class whatthe characters say
Then have thecharacters say it
Remember to verify details with actor in present and    class in past tense
Lesson Plan                  Plan out Act 1There was a boy who didn’t like to do his homework. His        mom wanted him t...
Work Time
You have 5 minutes to    plan out act 1:the introduction of the        problem
In groups of 3, practice developing act 1 of yourstory. Remember to circle,   verify details, and use          dialogue.Yo...
Act 1Practice
Location 2=Act 2:Unsuccessful attempt to resolve problem
Have main character    go somewhere toattempt to solve problem
Plan out Act 2 of your story:       the attempt to     solve the problem
Use dialogue
Remember to verify details with actor in present and    class in past tense
Lesson Plan                 Plan out Act 2His mom took him to the library to do his homework. It was too quiet in the libr...
Work Time
You have 5 minutes to     plan out act 2:the attempt to solve the        problem
In groups of 3, practice developing act 2 of yourstory. Remember to circle,   verify details, and use          dialogue.Yo...
Act 2Practice
Location 3=Act 3:Resolve the problem
Have main character  go somewhere tofinally solve problem
Plan out Act 3 of your story:the solution to the problem
Use dialogue
Remember to verify details with actor in present and    class in past tense
Lesson Plan                Plan out Act 3His mom sent him to a tutor. The tutor was Angelina  Jolie. The boy fell in love ...
Work Time
You have 5 minutes to    plan out act 3:  the solution of the       problem
In groups of 3, practice developing act 3 of yourstory. Remember to circle,   verify details, and use          dialogue.Yo...
Act 3Practice
Recycle the Story
At any point, stop, goback, and review the        story.
Re-circle therecycled parts.
Continue story when  you get back to where you left off.
Story Retells
Have studentsfrequently retell story  to their partners...
After a particular      scene.
After the story ends.
Have superstar retell   story to class.
Demo
Student-Retell Demo
Q&A
Wednesday
Wednesday✓ Add background info to reading✓ Add a student as a parallel character✓ Compare & contrast character & student
Meat ofWednesday’s lesson: at least 30 minutes
Develop main characterfrom extended reading
Using questioning, develop    the main character
What 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
Work Time
You will have 5 minutes tochoose an extended reading      for your book.You will develop background     info about the mai...
In groups of 3, practice developing background info ofthe main character of your story.    Compare & contrast with        ...
ReadingPractice
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
Work Time
You will have 5 minutes tochoose one structure to point  out from your extended          reading.Highlight all examples of...
In groups of 3, practicereading your extended reading. Follow the 3 steps of reading:            teacher reads          st...
ReadingPractice
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
Work Time
In groups of 3, practice       reading your novel.  Follow the 3 steps of reading.     Add details to the story.Add studen...
NovelPractice
Story Strip
Use a comic strip  to ask a story
Great review of week’s words and structures
Use same story techniquesas asking a story with actors
Demo
Story-Strip Demo
Q&A
Enrichment Activities
Talk about weekend
Have students write 3  activities they didover the weekend inthe target language
Don’t allow boring     answers
Let them “lie”
Coach how to“play the game”
Use PQA skill to get      details
“Kindergarten Day”
Choose a children’sbook appropriate to  students’ level
Set up likeelementary school
Read the book “infant style”
Use circle skill to      increasecomprehensible input
Allow students tobring in snacks or stuffed animals
Make it fun!
Demo
“Kindergarten Day” Demo
Songs
Choose a songappropriate tostudents’ level
Choosechildren’s songs,popular music, or learning songs
Introduce song with    cloze activity
Song Cloze Activity
Copy lyrics forstudents with some   words missing
Have students tryto fill in the words as they listen to      the song
Sing & dance to   songs daily
Create gestures or adance for the week’s       song
Have students sing & gesture/dance to   practice song
Demo
Song & Dance Demo
End the week with a song competition
Divide the class into     two teams
Have them compete on who sings the      loudest
Alternate line by lineor stanza by stanza
Change out songsevery 2 to 3 weeks
Free voluntary   reading
Create a reading library in your   classroom
Give students time to   read any book,    magazine, or  newspaper 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
Starting the year
Power PQA™
Have studentswrite their first name BIG on the top of     the paper.
Level 1 Have them drawwhat they like to do.
Level 2  Have them drawwhat they are afraid of.
Level 3    Have them drawwhat makes them unique.
Level 4   Have them drawwhat would they doif they had a million       dollars.
Ask 2-3 students per        day
4-6 studentsper day on block
Spend approximately4 weeks on this activity
Slowly expandvocabulary base
Where & with whom
Months, seasons,  & weather
Days, dates  & time
any other logical  “next step”
Demo
Power PQA Demo
About  T      How to P             RAssessment &             S
Assessments    and  Grading
Academic Grade
Base grades on proficiency levelsrather than number  of assignments      turned in
Beginner
Novice
Intermediate
Proficient
Advanced
Use skills rather thanproducts to assess students
Grading Categories
Culture10%
ListeningComprehension15%
ReadingComprehension15%
Writing30%
Speaking30%
50-60% of gradeshould be dedicated  to speaking and       writing
20-30% of gradeshould be dedicated   to listening and        reading
Only 3 assessments    per gradingcategory per quarter
2 formative assessments in the form of quizzes prior tothe quarter/semester exam
1 summative assessment as  a section of the quarter/      semester exam
Each section is evaluated and recorded in grade   book SEPARATELY
Culture Assessments10-20 multiple-choice or true/falsequestions based on culture studied
Culture Ideas
Holidays & festivals
Food
Capitals andmajor cities
Currency
Interesting facts from various            places  (think really strange or different)
Try to include things from all of   the countries/regions that     speak your language
Listening & Reading    Assessments
Story-based
Listening or reading prompt is a  story in the target language
10-20 content-based, multiple- choice or true/false questions         IN ENGLISH!!!
Picture-based
Listening or readingprompts are sentences based off of pictures
Students choose the picturethat best fits with the sentence
Drawing-based
Listening or reading prompts are steps to draw a picture
Students draw what they    read or are told
Writing Assessments
FormativeAssessments  (quizzes)
Choose at random atleast 2 of your students’ weekly timed-writings
Summative    Assessments(quarter/semester exams)
Students write a minimum of     a 100-words story
Story is based either onvocabulary (given in English),structure (implicitly stated), or             pictures
Assessing writing
Assess solely oncomprehensibility and    complexity
Level 1 ➙ kindergarten/1st grade = B
Level 2 ➙ 2nd grade = B
Level 3 ➙ 3rd grade = B
Level 4/AP ➙ 4th grade = B
Increase or decrease   grade based on  above standards
Speaking Assessments
FormativeAssessments  (quizzes)
Students form groups of 4 or 6 depending     on class size
Students create story and   draw it out in boxes   (1 box per student in group)
LIMIT STORY CREATION/DRAWING     TIME TO 7-10 MINUTES!!!!
Have groups tell their storyto the class—each student  is responsible for 1 box
Summative    Assessments(quarter/semester exams)
Students are given apicture story to look at
Students tell the story to   you at your desk(level 1 = 30 sec / level 2 = 1 min / level 3 = 1.5 min / level 4 = 2 min)
Students get twice as much time to look at the picture   to gather their thoughts
Assessing Speaking
Assess solely oncomprehensibility and    complexity
Assess students individually, notbased on the group
Participation/effort is     not a grade!  Do not grade on     behavior.
No more than1 assessment per     week   (sometimes 2)
Don’t assess writing or speaking during1st quarter of level 1
All quizzes are    UNANNOUNCED Goal is 80% of studentsearning 80% or better—ifnot, reteach and reassess
Q&A
Participation
Students start with 70 participationpoints per quarter
Students earnparticipation points  (1 at a time) by...
Speaking in target language
Answering questions
Acting in stories
Writing over 100 words on      a timed writing orimproving their word count  over the previous week
Anything else that   leads towardslanguage acquisition
Students loseparticipation points  (5 at a time) by...
Speaking in English
Hall/bathroom passes
Absences
Tardies
Behavior issues
Anything that detracts from  language acquisition
Students may makeup participation points    (5 at a time) by...
Writing a 100-word story in the target language      using 10 currentvocabulary at least twice
1st quarter only of level 1:Students can write 10 current  vocabulary 3 times each  both in English and target          la...
Participation Grade = Citizenship Grade
90-100 ptsOutstanding
80-89 ptsSatisfactory
60-79 ptsNeeds Improvement
0-59 ptsUnsatisfactory
If your school doesn’t have a citizenship grade, don’t do participation or give as     motivation awards.
Q&A
A different kind of professional development.™   ✓ workshops   ✓ webinars   ✓ webinars on demand™   ✓ webverstiy™   ✓ 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-Philadelphia
TPRS® Beginning Workshop 2012-Philadelphia
TPRS® Beginning Workshop 2012-Philadelphia
TPRS® Beginning Workshop 2012-Philadelphia
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TPRS® Beginning Workshop 2012-Philadelphia

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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-Philadelphia

  1. 1. TPRS® Story-based A different kind of professional development.™ Immersion Scott Benedict2012 scott@teachforjune.comcopyright © 2012 teachforjune.com teachforjune.com
  2. 2. Thank you,Philadelphia!
  3. 3. slideshare.net/ teachforjune download presentation and additional handout
  4. 4. For great support after the workshop is done, join one (or both) of the following groups: moreTPRS Listserve groups.yahoo.com/subscribe/moretprs tprstalk.com Forum or email me @ scott@teachforjune.com For a complete list of real, classroom demos, visit: vimeo.com/teachforjune
  5. 5. How many people have tried or are usingTPRS® in their classroom?
  6. 6. How many of you haveattended a TPRS® Workshop before?
  7. 7. How many of you have attended more than 1TPRS® Workshop before?
  8. 8. How confident are you that your students canspeak spontaneously for30 seconds in the target language at the end of the year?
  9. 9. Or that your students could write a 100-wordstory in 5 minutes or less?
  10. 10. 1 in 4 Americans can hold a conversation in a second language.http://www.gallup.com/poll/1825/about-one-four-americans-can-hold-conversation-second-language.aspx
  11. 11. Insanity is doing thesame thing over and over again and expecting different results. —Albert Einstein
  12. 12. Yet, this is exactly what 1000s of world-language teachers doeveryday and have done for years.
  13. 13. If we truly want our students to be able tospeak and write at anylevel, we must change the way we teach. Period.
  14. 14. TPRS® is one such change that has given world-language teachers across the globe undeniable results:students who could speak and write the language.
  15. 15. October 1, 2001 Monday
  16. 16. Emergency Permit
  17. 17. Observe
  18. 18. October 2, 2001 Tuesday
  19. 19. No sub
  20. 20. Teach
  21. 21. What?
  22. 22. 2:45 PMWhew!
  23. 23. But wait...
  24. 24. OPEN HOUSE!!!
  25. 25. What was that?
  26. 26. OH NO!
  27. 27. Taught
  28. 28. Change
  29. 29. I’mBlaine Ray! Text
  30. 30. TPRS®
  31. 31. Happy
  32. 32. Write
  33. 33. Speak
  34. 34. I love TPRS®because it works. My students are betterspeakers & writers and I’m a better teacher.
  35. 35. About T How to P RAssessment & S
  36. 36. About T How to P RAssessment & S
  37. 37. What isTPRS®?
  38. 38. TPRS® stands forTeaching Proficiency through Reading and Storytelling
  39. 39. TPRS® is immersion through stories.
  40. 40. TPRS® is a method of second-language teaching that uses highly-interactive stories to provide comprehensible input and create an atmosphere of immersion in the classroom.
  41. 41. Stephen Krashen’s Theory of Second-language Acquisition.
  42. 42. 5 Main Hypotheses 5 Main Hypotheses
  43. 43. Acquisition-learning Hypothesis
  44. 44. Monitor Hypothesis
  45. 45. Natural Order Hypothesis
  46. 46. Input Hypothesis
  47. 47. Affective Filter Hypothesis
  48. 48. Learning Language vs.Acquiring Language
  49. 49. Learning Language
  50. 50. Artificial
  51. 51. Memorization
  52. 52. Grammar Rules
  53. 53. Learning about language is learning facts.
  54. 54. Acquiring Language
  55. 55. Natural
  56. 56. Comprehensible Input
  57. 57. Intuitive
  58. 58. Learning to speak alanguage is a motor skill.
  59. 59. Real-worldacquisition vs.Classroomacquisition
  60. 60. 14,600 hours
  61. 61. 600 hours600 hours
  62. 62. Make every minute COUNT!!!
  63. 63. We teach for Mastery
  64. 64. teach Mastery by...
  65. 65. Focusing on Details
  66. 66. We add as manydetails as we can.
  67. 67. Each detail increases thechance that the students will remember.
  68. 68. Adding details
  69. 69. 3 levels ofSpecificity
  70. 70. general specific
  71. 71. Try to go at least 3 levels deepwhen adding details
  72. 72. The story gets more interesting with more specifics.
  73. 73. A boy wants a cat.A boy wants a cat.
  74. 74. A boy from ChinaA boy from China wants a cat. wants a cat.
  75. 75. A boy from Hong A boy from HongKong, China wants aKong, China wants a cat. cat.
  76. 76. 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.
  77. 77. NOT language
  78. 78. Practicing structure is the key to mastery.
  79. 79. 3 Keys to Mastery Text
  80. 80. Text Key 1:Comprehensible
  81. 81. Use words students know
  82. 82. Write unknown words on the board
  83. 83. Speak slowly
  84. 84. TextKey 2: Repetition
  85. 85. Text We have 30 seconds torepeat something before it is forgotten.
  86. 86. Text People usually forget 90% ofwhat they learn in a class within 30 days.
  87. 87. Text One could increase the lifespan of a memory simply byrepeating the information in timed intervals.
  88. 88. TextInformation is remembered best when it is elaborate, meaningful, and contextual. Medina,  John.  Brain  Rules.  Sea4le:  Pear  Press,  2008.    p.  100.
  89. 89. To get more repetitions, werecycle the Story
  90. 90. At any point, stop, goback, and review the story.
  91. 91. Re-circle therecycled parts.
  92. 92. Continue story when you get back to where you left off.
  93. 93. TextKey 3: Interesting
  94. 94. Students must pay attention in order to learn. Text
  95. 95. We don’t pay attention to boring things. Text
  96. 96. TextThe unusual, the unpredictable, or the distinctive are powerful ways to harness attention.
  97. 97. Use props Text Use props
  98. 98. Teach to the Eyes!
  99. 99. Teach STUDENTS not curriculum.
  100. 100. Look in individualstudent’s eyes when teaching.
  101. 101. Hold studentsaccountable.
  102. 102. Always check for understanding.
  103. 103. Q&A
  104. 104. Demo
  105. 105. ClassProcedures
  106. 106. When I make a statement,you will respond chorallyby saying, “Ohhhhh!”
  107. 107. When I ask a question andyou know the answer, youwill answer chorally in thetarget language.
  108. 108. If it is a “yes” answerthan say, “Ja!”
  109. 109. If it’s a “no” answersay, “Nein!”
  110. 110. If I ask a question wherethe answer hasn’t beenestablished, make it up!But...
  111. 111. You must guess inGerman because it isa German story.
  112. 112. You can use propernouns.
  113. 113. When you guess,surprise me.If you don’t surpriseme, I will surprise you.
  114. 114. Raise your hand ifyou don’t understand TextOR I’m going toofast!!
  115. 115. Wortschatz vocabulary
  116. 116. es gibtthere is/are Es gibt einen Apfel auf dem Tisch. There is an apple on the table.
  117. 117. die Katzethe cat Es gibt eine Katze mit blauen Augen. There is a cat with blue eyes.
  118. 118. die Mausthe mouse Es gibt eine Maus. There is a mouse.
  119. 119. sieht anlooks at Das Mädchen sieht etwas an. The girl looks at something.
  120. 120. schreitscreams Die Frau schreit. The woman screams.
  121. 121. läuftruns Der Junge läuft schnell. The boy runs fast.
  122. 122. where? what? who?how? why? when? German how which? much? how many?
  123. 123. es gibt = there is ich brauche = I need die Katze = the cat ein Freiwilliger = a volunteer die Maus = the mouse oder = or sieht an = looks at wir haben = we have schreit = s/he screams sie/er wohnt = s/he lives läuft = s/he runs sie/er sagt = s/he says weil = because Wie heißt sie/er = What’s his/her name bist du? = are you? sie/er heißt = his/her name is sie wohnen = they live schön = pretty Mutti- = mother häßlich = ugly Vatti- = father groß = big klein = small gut = good böse = bad sehr = very ein bisschen = a little bit Wie alt ist sie/er? = How old is s/he?sie/er ist ___ Jahre alt? = s/he is ___ years old sie/er hat Hunger = s/he has hunger sie/er hat Angst = s/he has fear sie/er hat = s/he has
  124. 124. Es gibt zwei Mäuschen und eineMuttimaus. Sie wohnen in einem sehrgroßen Haus. Die zwei Mäuschenessen Käse gern.
  125. 125. 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!”
  126. 126. 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.
  127. 127. 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!”
  128. 128. 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.
  129. 129. Wie gut, dass die Muttimauszweisprachig ist! An diesem Tag lernendie zwei Mäuschen, dass es sehrwichtig ist, mehr als eine Sprache zusprechen.
  130. 130. Q&A
  131. 131. About T How to P RAssessment & S
  132. 132. Key Concept
  133. 133. 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
  134. 134. 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
  135. 135. Q&A
  136. 136. brought that the heart of TPRS® As the year meet with y already knoCircling
  137. 137. The art of askingrepetitive questions
  138. 138. Start with a statement Statement should include structure
  139. 139. Ask yes/no questionwhere answer is YES Repeat answer: “yes, ...”
  140. 140. Ask either/or question Repeat answer: “that’s correct, ...”
  141. 141. Ask yes/no questionwhere answer is NO Repeat answer: “no, ...” Restate correct statement
  142. 142. Ask question-word question Repeat answer: “Yes, ...”These are more difficult—target superstar until class is ready
  143. 143. Get a new detail and repeatAsk 3-4 questions and then get new detail.
  144. 144. Circle the subject,object, AND verb!
  145. 145. Randomize questions!
  146. 146. Comprehension Checks
  147. 147. Check forunderstanding FREQUENTLY
  148. 148. Ask class as well as individuals
  149. 149. Comprehension checks are in ENGLISH
  150. 150. “What did I just say?”
  151. 151. “What did I ask?”
  152. 152. “What does __ mean?”
  153. 153. Circling withUpper Levels
  154. 154. Only circlenew or difficult structures
  155. 155. If you circle everything,advanced students will get bored!
  156. 156. Demo
  157. 157. Circling Demo
  158. 158. Q&A
  159. 159. Work Time
  160. 160. 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.
  161. 161. 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.
  162. 162. Circling Practice
  163. 163. PracticeGetting Details
  164. 164. 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?
  165. 165. 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
  166. 166. 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.
  167. 167. 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.
  168. 168. 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.
  169. 169. 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®
  170. 170. One week.Three steps.
  171. 171. If your classes meet every day or every other day onthe block, you will complete all 3 steps in one week.
  172. 172. 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.
  173. 173. Step 1:Vocabulary
  174. 174. The first step of TPRS®is to establish the meaning of our structures.
  175. 175. Step 2: Story
  176. 176. The second step of TPRS® is to create an oral story with your students.
  177. 177. Step 3:Reading
  178. 178. The third step of TPRS® is to read with your students.
  179. 179. TPRS® in a Week
  180. 180. Monday
  181. 181. MondayTPRS® Step 1✓ Introduce vocabularyTPRS® Step 2✓ Background info about characters
  182. 182. Work Time
  183. 183. Choose 1 structure that you’ll have to teach this year. It can be from anylevel. Write it down in the target language.
  184. 184. Step 1Introduce Vocabulary
  185. 185. 3 Structures
  186. 186. These are thestructures you want to practice
  187. 187. Basic,high-frequency words
  188. 188. Always translatethese structures
  189. 189. Lesson Plan 3 Structures his mom wants him to do his homeworkhis mom wanted him to do his homework while
  190. 190. Establish MeaningEstablish Meaning
  191. 191. 3 ways toestablish meaning
  192. 192. 1. 3 target phrases
  193. 193. Include structure
  194. 194. Target Language in one color
  195. 195. English in another
  196. 196. Students copy list
  197. 197. 2. TPR & Gestures
  198. 198. Model
  199. 199. Delay modeling
  200. 200. Stop modeling
  201. 201. Vary groups
  202. 202. Novel commands
  203. 203. Assess
  204. 204. 3. PQA
  205. 205. Ask questions using target phrases
  206. 206. Concentrate onbeing personal
  207. 207. It’s like mingling at a party
  208. 208. Report to class
  209. 209. Circle info
  210. 210. Get more details
  211. 211. Report to class
  212. 212. Circle info
  213. 213. Repeat untilthere is a lull
  214. 214. Askanother student
  215. 215. Repeat process
  216. 216. Compare & contrast
  217. 217. Q&A
  218. 218. Text Step 2Story: Background Info
  219. 219. Ask, don’t tell a story
  220. 220. Heart of the lesson
  221. 221. Don’t rush this step
  222. 222. Actors dramatize the story
  223. 223. Meat ofMonday’s lesson:at least 30 minutes
  224. 224. When adding details...
  225. 225. “Almost”Technique
  226. 226. “It’s obvious!” Technique
  227. 227. “It’s ridiculous” Technique
  228. 228. Class Procedures
  229. 229. Students must respond to eachstatement/question
  230. 230. “Ooohh”“Oh, no, oh, no” expression
  231. 231. Choral Answer
  232. 232. Make it up!
  233. 233. Vary choral responses withindividual ones
  234. 234. Strong Response— Great!
  235. 235. Weak or NoResponse...
  236. 236. Students didn’t understand
  237. 237. Students weren’t engaged
  238. 238. Students weren’t focused on procedure
  239. 239. Coach how to“play the game”
  240. 240. Listen for cute or funny answers
  241. 241. Don’t take the first answer— solicit more participation
  242. 242. How to Ask a Story: Background Info
  243. 243. Introduce main character
  244. 244. Get a student actor
  245. 245. What don’t you knowabout main character?
  246. 246. Add details aboutcharacter by asking questions
  247. 247. Doesn’t need to be relevant
  248. 248. Practice any word or structure
  249. 249. Verify details with actors in present tense
  250. 250. Verify details with class in past tense
  251. 251. 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?
  252. 252. Work Time
  253. 253. You will have approximately 5 minutes to plan out your main character. You’ll then work ingroups of 3 introducing your main characters. Each person in your group will teach for approximately 10 minutes.
  254. 254. 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.
  255. 255. Background Info Practice
  256. 256. Add parallel character
  257. 257. Purpose of parallel character is to compare & contrast with main character
  258. 258. Get another student actor
  259. 259. What don’t you knowabout parallel character?
  260. 260. Verify details with actors in present tense
  261. 261. Verify details with class in past tense
  262. 262. compare & contrast
  263. 263. 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.
  264. 264. Work Time
  265. 265. You will have approximately5 minutes to plan out your parellel character. You’ll then work in groups of 3 introducing your parallel characters andcomparing and contrasting them with your main character. Each person in your group will teach for approximately 10 minutes.
  266. 266. Decide whether you will get your details from interviewing your actor or from the audience. Things you’ll want to consider as you develop your character: name, age, description, where they live.Remember to verify details with the actor in present tense and the audience in past.Remeber also to compare & contrast with main character.
  267. 267. Parallel Character Practice
  268. 268. Q&A
  269. 269. Tuesday
  270. 270. TuesdayStep 2 (continued)✓ Review character info✓ Introduce problem✓ Attempt to solve the problem✓ Solve the problem
  271. 271. Review main character info from yesterday
  272. 272. Circle it all againyou can go a little faster it’s review
  273. 273. Step 2Story: 3 Acts
  274. 274. Meat of Tuesday’s lesson:at least 30 minutes
  275. 275. How to Ask a Story: 3 Acts
  276. 276. Read or Write Story
  277. 277. Look for variables that can be expanded and changed
  278. 278. Script surprise details
  279. 279. 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.
  280. 280. Start with astatement
  281. 281. Circle statement
  282. 282. Add details:3 levels of specificity
  283. 283. Circle each new detailbefore adding next one
  284. 284. 3 Locations 3 Acts
  285. 285. Location 1=Act 1:Introduce the problem
  286. 286. Every story has a problem
  287. 287. Lesson Plan Problemhe doesn’t do his homework
  288. 288. Oh, no! Oh, no, class!The boy had a problem.
  289. 289. Plan out Act 1 of your story.In act 1, you set up the problem.
  290. 290. Use dialogue
  291. 291. Tell the class whatthe characters say
  292. 292. Then have thecharacters say it
  293. 293. Remember to verify details with actor in present and class in past tense
  294. 294. Lesson Plan Plan out Act 1There was a boy who didn’t like to do his homework. His mom wanted him to do his homework.
  295. 295. Work Time
  296. 296. You have 5 minutes to plan out act 1:the introduction of the problem
  297. 297. In groups of 3, practice developing act 1 of yourstory. Remember to circle, verify details, and use dialogue.You will have 10 minutes to teach.
  298. 298. Act 1Practice
  299. 299. Location 2=Act 2:Unsuccessful attempt to resolve problem
  300. 300. Have main character go somewhere toattempt to solve problem
  301. 301. Plan out Act 2 of your story: the attempt to solve the problem
  302. 302. Use dialogue
  303. 303. Remember to verify details with actor in present and class in past tense
  304. 304. Lesson Plan Plan out Act 2His mom took him to the library to do his homework. It was too quiet in the library and the boy fell asleep.
  305. 305. Work Time
  306. 306. You have 5 minutes to plan out act 2:the attempt to solve the problem
  307. 307. In groups of 3, practice developing act 2 of yourstory. Remember to circle, verify details, and use dialogue.You will have 10 minutes to teach.
  308. 308. Act 2Practice
  309. 309. Location 3=Act 3:Resolve the problem
  310. 310. Have main character go somewhere tofinally solve problem
  311. 311. Plan out Act 3 of your story:the solution to the problem
  312. 312. Use dialogue
  313. 313. Remember to verify details with actor in present and class in past tense
  314. 314. Lesson Plan Plan out Act 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.
  315. 315. Work Time
  316. 316. You have 5 minutes to plan out act 3: the solution of the problem
  317. 317. In groups of 3, practice developing act 3 of yourstory. Remember to circle, verify details, and use dialogue.You will have 10 minutes to teach.
  318. 318. Act 3Practice
  319. 319. Recycle the Story
  320. 320. At any point, stop, goback, and review the story.
  321. 321. Re-circle therecycled parts.
  322. 322. Continue story when you get back to where you left off.
  323. 323. Story Retells
  324. 324. Have studentsfrequently retell story to their partners...
  325. 325. After a particular scene.
  326. 326. After the story ends.
  327. 327. Have superstar retell story to class.
  328. 328. Demo
  329. 329. Student-Retell Demo
  330. 330. Q&A
  331. 331. Wednesday
  332. 332. Wednesday✓ Add background info to reading✓ Add a student as a parallel character✓ Compare & contrast character & student
  333. 333. Meat ofWednesday’s lesson: at least 30 minutes
  334. 334. Develop main characterfrom extended reading
  335. 335. Using questioning, develop the main character
  336. 336. What don’t you know about them?
  337. 337. Circle each new detail
  338. 338. The details students come up with maycontradict the detailswhen the class reads the story
  339. 339. Choose a studentto be the parallel character
  340. 340. As you add detailsto the main character, compare & contrast with student
  341. 341. Be sure to circle as youcompare & contrast
  342. 342. Q&A
  343. 343. Work Time
  344. 344. You will have 5 minutes tochoose an extended reading for your book.You will develop background info about the main character and compare & contrast them with a student in your class.
  345. 345. In groups of 3, practice developing background info ofthe main character of your story. Compare & contrast with student. You will have 10 minutes to teach.
  346. 346. ReadingPractice
  347. 347. Thursday
  348. 348. Thursday✓ Read extended reading✓ Translate extended reading✓ Discuss extended reading
  349. 349. Text3. Reading
  350. 350. TextReading is powerful.
  351. 351. 70%language ability
  352. 352. How to readthe TPRS® way
  353. 353. Meat ofThursday’s lesson:at least 30 minutes
  354. 354. Step 1: Teacher readsa sentence or chunk.
  355. 355. Step 2: Class chorally translatessentence or chunk.
  356. 356. Translateone paragraph at a time.
  357. 357. Step 3: Ask the facts of thetranslated paragraph.
  358. 358. Facts can’t change.
  359. 359. Students answer chorally.
  360. 360. Pop-Up Grammar
  361. 361. Highlight in reading BEFORE class.
  362. 362. Focus on the MEANING.
  363. 363. Pop-up often and frequently.
  364. 364. Compare & contrast.
  365. 365. Scafflold your questions.
  366. 366. Hold your superstars accountable.
  367. 367. Goal is to acquire over time,not immediately.
  368. 368. Reading Variation
  369. 369. Read intarget language.
  370. 370. Translate onlyunknown words.
  371. 371. Ask questions in English.
  372. 372. Reserve for moreadvanced levels.
  373. 373. Demo
  374. 374. Reading Demo
  375. 375. Work Time
  376. 376. You will have 5 minutes tochoose one structure to point out from your extended reading.Highlight all examples of this structure in your reading.
  377. 377. In groups of 3, practicereading your extended reading. Follow the 3 steps of reading: teacher reads students translate ask questions in target language You will have 10 minutes to teach.
  378. 378. ReadingPractice
  379. 379. Q&A
  380. 380. Friday
  381. 381. Friday✓ Read novel or do story strip
  382. 382. Read novel
  383. 383. Follow same reading stepsas extended reading
  384. 384. Teacher reads
  385. 385. Students translate chorally
  386. 386. Discuss reading byasking comprehension questions
  387. 387. Add details to the reading through questioning.
  388. 388. Students give unusual & unexpected answers.
  389. 389. Choose best answer.
  390. 390. Add details from students’ culture.
  391. 391. Create a parallel story using a student as the main character.
  392. 392. This is a similar story but with details about the student.
  393. 393. Dramatize 1 or 2 pivotal scenes
  394. 394. Use studentactors & props.
  395. 395. Q&A
  396. 396. Work Time
  397. 397. In groups of 3, practice reading your novel. Follow the 3 steps of reading. Add details to the story.Add student as parallel character.You will have 10 minutes to teach.
  398. 398. NovelPractice
  399. 399. Story Strip
  400. 400. Use a comic strip to ask a story
  401. 401. Great review of week’s words and structures
  402. 402. Use same story techniquesas asking a story with actors
  403. 403. Demo
  404. 404. Story-Strip Demo
  405. 405. Q&A
  406. 406. Enrichment Activities
  407. 407. Talk about weekend
  408. 408. Have students write 3 activities they didover the weekend inthe target language
  409. 409. Don’t allow boring answers
  410. 410. Let them “lie”
  411. 411. Coach how to“play the game”
  412. 412. Use PQA skill to get details
  413. 413. “Kindergarten Day”
  414. 414. Choose a children’sbook appropriate to students’ level
  415. 415. Set up likeelementary school
  416. 416. Read the book “infant style”
  417. 417. Use circle skill to increasecomprehensible input
  418. 418. Allow students tobring in snacks or stuffed animals
  419. 419. Make it fun!
  420. 420. Demo
  421. 421. “Kindergarten Day” Demo
  422. 422. Songs
  423. 423. Choose a songappropriate tostudents’ level
  424. 424. Choosechildren’s songs,popular music, or learning songs
  425. 425. Introduce song with cloze activity
  426. 426. Song Cloze Activity
  427. 427. Copy lyrics forstudents with some words missing
  428. 428. Have students tryto fill in the words as they listen to the song
  429. 429. Sing & dance to songs daily
  430. 430. Create gestures or adance for the week’s song
  431. 431. Have students sing & gesture/dance to practice song
  432. 432. Demo
  433. 433. Song & Dance Demo
  434. 434. End the week with a song competition
  435. 435. Divide the class into two teams
  436. 436. Have them compete on who sings the loudest
  437. 437. Alternate line by lineor stanza by stanza
  438. 438. Change out songsevery 2 to 3 weeks
  439. 439. Free voluntary reading
  440. 440. Create a reading library in your classroom
  441. 441. Give students time to read any book, magazine, or newspaper in thetarget language they choose
  442. 442. Model good reading habits
  443. 443. Hold studentsaccountable with a reading log
  444. 444. Timed-writing
  445. 445. Goal:write 100-word story in the target language in 5 minutes
  446. 446. Start at 10 minutes
  447. 447. Decrease time when class average hits 100 words
  448. 448. Keep track of word count but not for grade
  449. 449. Grade 2 per quarterbased on quality of writing
  450. 450. Absolutely the BESTway to assess true writing ability!
  451. 451. Q&A
  452. 452. Starting the year
  453. 453. Power PQA™
  454. 454. Have studentswrite their first name BIG on the top of the paper.
  455. 455. Level 1 Have them drawwhat they like to do.
  456. 456. Level 2 Have them drawwhat they are afraid of.
  457. 457. Level 3 Have them drawwhat makes them unique.
  458. 458. Level 4 Have them drawwhat would they doif they had a million dollars.
  459. 459. Ask 2-3 students per day
  460. 460. 4-6 studentsper day on block
  461. 461. Spend approximately4 weeks on this activity
  462. 462. Slowly expandvocabulary base
  463. 463. Where & with whom
  464. 464. Months, seasons, & weather
  465. 465. Days, dates & time
  466. 466. any other logical “next step”
  467. 467. Demo
  468. 468. Power PQA Demo
  469. 469. About T How to P RAssessment & S
  470. 470. Assessments and Grading
  471. 471. Academic Grade
  472. 472. Base grades on proficiency levelsrather than number of assignments turned in
  473. 473. Beginner
  474. 474. Novice
  475. 475. Intermediate
  476. 476. Proficient
  477. 477. Advanced
  478. 478. Use skills rather thanproducts to assess students
  479. 479. Grading Categories
  480. 480. Culture10%
  481. 481. ListeningComprehension15%
  482. 482. ReadingComprehension15%
  483. 483. Writing30%
  484. 484. Speaking30%
  485. 485. 50-60% of gradeshould be dedicated to speaking and writing
  486. 486. 20-30% of gradeshould be dedicated to listening and reading
  487. 487. Only 3 assessments per gradingcategory per quarter
  488. 488. 2 formative assessments in the form of quizzes prior tothe quarter/semester exam
  489. 489. 1 summative assessment as a section of the quarter/ semester exam
  490. 490. Each section is evaluated and recorded in grade book SEPARATELY
  491. 491. Culture Assessments10-20 multiple-choice or true/falsequestions based on culture studied
  492. 492. Culture Ideas
  493. 493. Holidays & festivals
  494. 494. Food
  495. 495. Capitals andmajor cities
  496. 496. Currency
  497. 497. Interesting facts from various places (think really strange or different)
  498. 498. Try to include things from all of the countries/regions that speak your language
  499. 499. Listening & Reading Assessments
  500. 500. Story-based
  501. 501. Listening or reading prompt is a story in the target language
  502. 502. 10-20 content-based, multiple- choice or true/false questions IN ENGLISH!!!
  503. 503. Picture-based
  504. 504. Listening or readingprompts are sentences based off of pictures
  505. 505. Students choose the picturethat best fits with the sentence
  506. 506. Drawing-based
  507. 507. Listening or reading prompts are steps to draw a picture
  508. 508. Students draw what they read or are told
  509. 509. Writing Assessments
  510. 510. FormativeAssessments (quizzes)
  511. 511. Choose at random atleast 2 of your students’ weekly timed-writings
  512. 512. Summative Assessments(quarter/semester exams)
  513. 513. Students write a minimum of a 100-words story
  514. 514. Story is based either onvocabulary (given in English),structure (implicitly stated), or pictures
  515. 515. Assessing writing
  516. 516. Assess solely oncomprehensibility and complexity
  517. 517. Level 1 ➙ kindergarten/1st grade = B
  518. 518. Level 2 ➙ 2nd grade = B
  519. 519. Level 3 ➙ 3rd grade = B
  520. 520. Level 4/AP ➙ 4th grade = B
  521. 521. Increase or decrease grade based on above standards
  522. 522. Speaking Assessments
  523. 523. FormativeAssessments (quizzes)
  524. 524. Students form groups of 4 or 6 depending on class size
  525. 525. Students create story and draw it out in boxes (1 box per student in group)
  526. 526. LIMIT STORY CREATION/DRAWING TIME TO 7-10 MINUTES!!!!
  527. 527. Have groups tell their storyto the class—each student is responsible for 1 box
  528. 528. Summative Assessments(quarter/semester exams)
  529. 529. Students are given apicture story to look at
  530. 530. 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)
  531. 531. Students get twice as much time to look at the picture to gather their thoughts
  532. 532. Assessing Speaking
  533. 533. Assess solely oncomprehensibility and complexity
  534. 534. Assess students individually, notbased on the group
  535. 535. Participation/effort is not a grade! Do not grade on behavior.
  536. 536. No more than1 assessment per week (sometimes 2)
  537. 537. Don’t assess writing or speaking during1st quarter of level 1
  538. 538. All quizzes are UNANNOUNCED Goal is 80% of studentsearning 80% or better—ifnot, reteach and reassess
  539. 539. Q&A
  540. 540. Participation
  541. 541. Students start with 70 participationpoints per quarter
  542. 542. Students earnparticipation points (1 at a time) by...
  543. 543. Speaking in target language
  544. 544. Answering questions
  545. 545. Acting in stories
  546. 546. Writing over 100 words on a timed writing orimproving their word count over the previous week
  547. 547. Anything else that leads towardslanguage acquisition
  548. 548. Students loseparticipation points (5 at a time) by...
  549. 549. Speaking in English
  550. 550. Hall/bathroom passes
  551. 551. Absences
  552. 552. Tardies
  553. 553. Behavior issues
  554. 554. Anything that detracts from language acquisition
  555. 555. Students may makeup participation points (5 at a time) by...
  556. 556. Writing a 100-word story in the target language using 10 currentvocabulary at least twice
  557. 557. 1st quarter only of level 1:Students can write 10 current vocabulary 3 times each both in English and target language
  558. 558. Participation Grade = Citizenship Grade
  559. 559. 90-100 ptsOutstanding
  560. 560. 80-89 ptsSatisfactory
  561. 561. 60-79 ptsNeeds Improvement
  562. 562. 0-59 ptsUnsatisfactory
  563. 563. If your school doesn’t have a citizenship grade, don’t do participation or give as motivation awards.
  564. 564. Q&A
  565. 565. A different kind of professional development.™ ✓ workshops ✓ webinars ✓ webinars on demand™ ✓ webverstiy™ ✓ coaching ✓ consulting Scott Benedict scott@teachforjune.comcopyright © 2012 teachforjune.com teachforjune.com
  566. 566. Curriculum Mapbackwards plan Proficiency
  567. 567. High-frequency vocabulary,structures, and culture
  568. 568. Divide by 4and determinewhen to teach what
  569. 569. Divide in half and write semester exams
  570. 570. Divide in half againand write 1st & 3rd quarter exams
  571. 571. Break your quarters into weekly lessonsteaching 3-6 phrases per week
  572. 572. Write your quizzes for each lesson
  573. 573. Write your stories(weekly lessons)
  574. 574. Q&A
  575. 575. 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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