The document provides an agenda for a presentation on using the interpretive communication mode in language instruction. It defines interpretive communication as understanding text, movies, radio or speeches without direct interaction. The presentation will discuss the importance of interpretive communication, materials to use, incorporating it throughout the curriculum, teaching strategies and examples. It emphasizes using authentic materials from the target culture and scaffolding tasks at different proficiency levels.
The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based activities into their classrooms. Participants will discuss the most important elements of a standards-based classroom and will practice meaningful exercises that can be replicated in their own teaching. Presenters will describe their aims for student proficiency and demonstrate the critical components of a 21st-century classroom. Participants will explore innovative strategies for moving students to the next proficiency level as per ACTFL guidelines.
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...darinjohn2
Ashley Jorgensen, Price Laboratory School, UNI
This presentation will focus on developing a curriculum built around inquiry-based units of instruction in a secondary language arts classroom. Audiences will have the chance to see evidence of how the use of essential questions can lead students into a process of inquiry, giving them the skills they need to think critically, question the world around them, and broaden and deepen their perspectives by connecting with others. Audiences will embark on a journey that takes them through a course entitled, ‘The American Teenager,’ and see the activities, assessments, and instructional strategies that transformed this course from a traditional study of American Literature to a course that is relevant, engaging, and challenging for teenagers in the 21st century. Through essential questions like ‘How do societal expectations impact our identity?’, ‘What are the costs and benefits of conformity?’ and ‘Is the American Dream a reality for all?’, this course blends classic and contemporary, and combines writers like Sherman Alexie with The Breakfast Club, Henry David Thoreau with text messaging, and Catcher in the Rye with Jay-Z. Audiences will gain important techniques for creating a classroom built around student-led discussions, including Socratic Seminars and blogging, as well as see examples of competency based assessments fully aligned with the Iowa Core Curriculum and National Common Core Standards.
Intensive English Program students are ever-changing in language background and origin. Recently, additional differences have more commonly surfaced, including learning disabilities, academic learning gaps, and increased lower English proficiency-level students. This session will increase awareness of these issues and discuss resources and ways to understand and develop strategies to address them in the ESL classroom.
Using & Adapting Authentic Materials To Help Motivate Students 2021 HandoutRichard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
While the yearly ACCESS score gives us a starting point, language assessment should happen throughout the school year. With assessment data, teachers can create language targets to accelerate student growth. Join an EL Coach on her journey for creating district-wide assessments that fit within the WiDA framework, support English Language Development, and empower EL teachers at the collaborative table.
The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based activities into their classrooms. Participants will discuss the most important elements of a standards-based classroom and will practice meaningful exercises that can be replicated in their own teaching. Presenters will describe their aims for student proficiency and demonstrate the critical components of a 21st-century classroom. Participants will explore innovative strategies for moving students to the next proficiency level as per ACTFL guidelines.
The Question is the Answer: Making the Language Arts Classroom Meaningful wit...darinjohn2
Ashley Jorgensen, Price Laboratory School, UNI
This presentation will focus on developing a curriculum built around inquiry-based units of instruction in a secondary language arts classroom. Audiences will have the chance to see evidence of how the use of essential questions can lead students into a process of inquiry, giving them the skills they need to think critically, question the world around them, and broaden and deepen their perspectives by connecting with others. Audiences will embark on a journey that takes them through a course entitled, ‘The American Teenager,’ and see the activities, assessments, and instructional strategies that transformed this course from a traditional study of American Literature to a course that is relevant, engaging, and challenging for teenagers in the 21st century. Through essential questions like ‘How do societal expectations impact our identity?’, ‘What are the costs and benefits of conformity?’ and ‘Is the American Dream a reality for all?’, this course blends classic and contemporary, and combines writers like Sherman Alexie with The Breakfast Club, Henry David Thoreau with text messaging, and Catcher in the Rye with Jay-Z. Audiences will gain important techniques for creating a classroom built around student-led discussions, including Socratic Seminars and blogging, as well as see examples of competency based assessments fully aligned with the Iowa Core Curriculum and National Common Core Standards.
Intensive English Program students are ever-changing in language background and origin. Recently, additional differences have more commonly surfaced, including learning disabilities, academic learning gaps, and increased lower English proficiency-level students. This session will increase awareness of these issues and discuss resources and ways to understand and develop strategies to address them in the ESL classroom.
Using & Adapting Authentic Materials To Help Motivate Students 2021 HandoutRichard Pinner
This course offers an insight into how best to select and adapt authentic materials to use with students as a way of exposing them to other cultures and ways of thinking. It has been shown that authentic materials are more motivating for students (Peacock, 1997) and thus the class will feature practical demonstrations of ways in which authentic materials can be used to help motivate students. In the class, participants will look at, observe and demonstrate tasks which utilise authentic materials and participants will also have the chance to a adapt materials and design their own tasks in a hands-on workshop
While the yearly ACCESS score gives us a starting point, language assessment should happen throughout the school year. With assessment data, teachers can create language targets to accelerate student growth. Join an EL Coach on her journey for creating district-wide assessments that fit within the WiDA framework, support English Language Development, and empower EL teachers at the collaborative table.
First Nonfiction Reading is a brand new three-level reading series for young, emergent-level readers that helps studentes transition from phonics to reading. Each realistic fiction passage is based on a school subject and helps bridge fiction and nonfiction topics.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
3. Today’s Agenda
• Definition – the interpretive mode
• Importance of the interpretive mode
• Materials for the interpretive mode
• Interpretive mode throughout the curriculum
• Demonstration of teaching strategies
• Written and audio examples
• Teacher resources
4. Focus on Communication – the 5 C’s
• Language courses are designed around an
overarching premise:
When communicating,
language students demonstrate an understanding of the
culture(s),
incorporate interdisciplinary topics (connections),
make comparisons between the native language and the target
language and between cultures
while extending learning experiences from the language
classroom to the home and far beyond (communities).
7. Communication Modes
Interpersonal Communication
Active negotiation of meaning among individuals through conversation
(face-to-face or telephonic); however, it can also be realized through
reading and writing (e.g., exchange of personal letters, notes, summaries
or e-mails)
Presentational Communication
Creation of spoken or written communication prepared for an audience
and rehearsed, revised or edited before presentation; one-way
communication that requires interpretation by others without negotiation
of meaning
Interpretive Communication
No active negotiation of meaning with another individual, although there
is an active negotiation of meaning construction; includes the cultural
interpretation of text, movies, radio, television and speeches
=
9. AP EXAM OVERVIEW
Section I (Interpretive Communication)
Multiple-choice (50% of total score): 65 items in 9 sets
4 reading
2 listening and reading combined
3 listening
Section 2 (Interpersonal and Presentational Communication)
Free-Response (50% of total score): 4 items
Interpersonal Writing
Presentational Writing
Interpersonal Speaking
Presentational Speaking
10. Interpretive
65%
Interpretive Skills on the AP exam
THE GOAL – From the introductory level, introduce interpretive mode
(activities, practices, assessments) and increase the interpretive focus to reach
this percentage.
11. How do you decide upon the
content of your curriculum?
12. Step one in Content Design
• Identify, create and design your units
– The current trend is to be inspired from the six
themes that guide AP structure
15. Step two in Content Design
• Select appropriate materials
16. AUTHENTIC MATERIALS
MUST BE USED THROUGHOUT
YOUR PROGRAM
• Exposure to authentic materials begins day one of year one!
• Scaffolding these materials through the various levels of your
program builds proficiency
• The rich diversity of these materials will energize your lessons
and engage students
17. AUTHENTIC MATERIALS
ARE...
• those designed for native speakers. They are real
text designed not for language students, but for
the speakers of the language in question. (Nunan)
• stretches of real language, produced by a real
speaker or writer for a real audience and designed
to carry a real message. (Harmer)
• “appropriate” and “quality” in terms of goals,
objectives, learner needs and interest and “natural”
in terms of real life and meaningful communication.
(Rogers)
25. Essential Factors
• Comprehensibility and relevance are two key
factors when selecting materials
• Authentic materials “open the door” to
interpretive mode engagement on the part of
the student
26. Decisions, Decisions…
• How do you select reading and
listening materials for your varied
classes?
• What are the most important
features that each resource must
have?
28. Listening – An Overview
• Think of when you learned language – was
listening given equal time? What changed?
• Which of the 3 modes involves listening?
• Does listening involve a variety of language?
• Is listening a passive skill?
• Why use authentic materials for listening
comprehension?
°
32. Listening Summary
• The ACTFL “Can Do” benchmarks are
practical descriptions of what our
students can do at the various levels of
language learning. They are truly
helpful in that they let us know where
our students should be along the
pathway to proficiency.
°
33. Novice Level - Listening
• I can recognize a few memorized words and
phrases when I hear them spoken.
• I can recognize some familiar words and phrases
when I hear them spoken.
• I can often understand words, phrases, and
simple sentences related to everyday life. I can
recognize pieces of information and sometimes
understand the main topic of what is being said.
40. Pre-listening
• Identify the purpose of the task
• Predictive activity based on title, speakers
• Cultural background
• Vocabulary resources – key words
• Set expectations
– Comprehension
– Main / Supporting ideas
– Potential tasks
41. Pre-listening - part 2
• Looking at pictures, maps, diagrams, maps
• Review vocabulary or grammatical structures
• Reading something relevant
• Constructing semantic webs (a graphic
arrangement of concepts or words to show
how they are related)
• Predicting the content of the listening passage
• Going over the directions for the activity
42. Listening guidelines
• Global Comprehension – understanding the general ideas /
meaning
– Holistic listening – listening to the whole text
• Segmental listening – listening to specific pieces
• Multiple listening opportunities
• Set optimal conditions for student comprehension
• Appropriate length (2-3 minute maximum)
43. Segmental listening
• Segmental listening – zeroing in on particular segments
of the text
• This step occurs after students acquire global
comprehension
• It supports obtaining more detailed information
• It involves guessing the meaning of words and
expressions
• It can lead to the examination of certain grammatical
structures
• If material is available online, students can concentrate
on global comprehension in class then practice intense
listening at home
44. Sample “while listening” activities
• Listening with visuals
• Filling in graphs and charts
• Following a route on a map
• Checking off items in a list
• Listening for the gist
• Searching for specific clues to meaning
• Completing cloze (fill in) exercises
• Distinguishing between formal and informal
register
45. Post - Listening
• Re-telling the main ideas
• Asking questions
• Expressing opinions
• Discussing likes / dislikes
• Writing a review / summary
• Writing a letter to the speaker
49. Your job…
• Watch and listen to a short ad
• Be prepared to brainstorm the following:
– Pre-listening activities
– Post listening, including formative assessments
and creative language activities
Let’s do these jobs for a second year language class
51. Scaffolding - Interpretive focus
• Scaffold this ad for various levels: consider
possible questions, observations, discussions
points and vocabulary.
• Under which of the six major themes could
this ad fit?
54. Reading – An Overview
• Think of when you learned language – was
reading given equal time? What has changed
and why?
• Which of the 3 modes does reading include?
• Should reading involve a variety of language?
• Is reading a passive skill?
• Why use authentic materials for reading
comprehension?
55. The Challenges of Reading
• Level Appropriate Resources
• Length of Resource
• Student Preparation
• Idiomatic Written Language
• Vocabulary and differences in vocabulary
• Follow up Activities
• Assessment
°
56. Reading by ACTFL Levels
°
NOVICE - Readers can understand key words and cognates, as well as
formulaic phrases that are highly contextualized. Readers are able to get
a limited amount of information from highly predictable texts in which
the topic or context is very familiar, such as a hotel bill, a credit card
receipt or a weather map
INTERMEDIATE - Readers can understand information conveyed in
simple, predictable, loosely connected texts. Readers rely heavily on
contextual clues. They can most easily understand information if the
format of the text is familiar, such as in a weather report or a social
announcement. Readers are able to understand texts that convey basic
information such as that found in announcements, notices, and online
bulletin boards and forums.
57. Reading by ACTFL Levels
°
ADVANCED – Readers can understand the main idea
and supporting details of authentic narrative and
descriptive texts. Readers are able to compensate for
limitations by using contextual clues. Comprehension is
likewise supported by knowledge of the conventions of
the language (e.g., noun/adjective agreement, verb
placement, etc.).
58. ACTFL Can Do Statements
• Novice I can recognize a few letters or characters. I
can identify a few memorized words and phrases when I
read.
• Intermediate I can understand the main idea of short and
simple texts when the topic is familiar.
• Advanced I can understand the main idea and some
supporting details on a variety of topics of personal and
general interest. I can follow stories and descriptions of
some length and in various time frames and genres.
65. Reading Challenges
Post- reading activities for all level readers could include
Retelling the main ideas – Summary
Answering and asking questions
Expressing opinions on persuasion or impact of the selection
66. Segmental Reading - Chunking
• Segmental reading – zeroing in on particular
segments of the text
• This step occurs after students acquire global
comprehension
• It supports obtaining more detailed information
• It involves guessing the meaning of words and
expressions
Segmental Reading helps students to focus…
67. Step-by-Step Reading
Step 1: Pre-reading activity
- Present new vocabulary
- Present culture background
Step 2: Reading followed by formative assessment
- Literal comprehension
Step 3: Post-reading follow up with higher order skills
activities:
- Write a summary
- Provide a cultural comparison
68.
69. The story
• A homeless man who was once a doctor
• A mysterious attack
• The efforts of the francophone world’s
greatest detective
70. Essential Questions
Summative Assessment
What decisions and actions determine the
course of one’s life?
What roles do family and friends play in our
lives?
What are the challenges and possible solutions
to some of today’s societal problems?
71. Pre-Reading
Include information on the author
Familiarize students with the locales,
professions and other pertinent information
Provide vocabulary resources
Establish links to authentic related resources
72. While Reading
• Concentrating on actions of the story
• Focus on similarities and differences
• Cultural references
• Reflect back to the essential questions
73. As we finish Reading
• Create both formative and summative
questions for discussion
• Create a variety of interpretive questions for
discussion
• Create a variety of assessments and tasks that
involve all 3 modes of communication
74. A look at the process
Let’s take a look at a way to immerse students
into the necessary background information they
will require to fully comprehend the language
and culture of the reading.
Model unit
75. Post Reading
• Final Summative Activity
• IPA – Culmination of a unit
• Presentational mode
• Interpretive mode
• Interpersonal mode
76. Benefits of Reading
Benefits to students acquired from reading throughout
your curriculum:
Vocabulary and comprehension skill building
Exposure to authentic simple texts leading to
authentic literary texts
Understanding of cultures – comparisons and
connections
77. Interpretive Summary
According to the ACTFL World Readiness
Standards under Interpretive skills…
Interpretive Communication: Learners
understand, interpret, and analyze what is
heard, read, or viewed on a variety of topics.
=
78. What does this mean for our
curriculum?
Exposure and practice with elements of the
interpretive mode is an on-going procedure that
begins at the very first level and continues
throughout our programs.
The three modes of communication defined by the Standards for Foreign Language Learning in the 21st Century are foundational to the AP® French Language and Culture course.
Ask: How do you approach the three modes of communication in your current instruction?
You may also want to ask participants: How would you define “negotiation of meaning”?
The AP curriculum framework describes six primary learning objectives within the three modes. They identify what students should know and be able to do across the three modes of communication.
