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Nectfl 2016
- 1. Fantastic New Teaching Resources- College Board Online Modules Presented by Ed Weiss & Lou Baskinger
- 2. + These Online Modules provide high quality, free, easy to access, on demand teacher support materials, each one is 45-60 minutes long. + They offer foundational information and strategies to build success for teachers and their students in World Language programs. + They can be experienced by teachers either as a suite or individually. + They are meant to be used across all World Languages. + They are in English with handouts and supporting materials in English for teachers to adapt for use in their languages. + They are engaging and interactive. + They showcase the ideas, practices, and strategies of recognized leaders in world language education from different language communities. + They will be posted on each World Language Home Page as completed. (visit AP Central) Teacher Support: World Language Online Modules 2
- 3. Online Module Topics A Strong Emphasis on the 3 Modes of Communication 3 # Topic Presenter 1 Building an Effective AP World Languages and Cultures Program Ken Stewart 2 Interpretive Communication: Strategies for Enhancing Students’ Reading Comprehension Lou Baskinger 3 Interpretive Communication: Strategies for Enhancing Students’ Listening Comprehension Ed Weiss 4 Interpersonal Communication: Enhancing Students’ Interpersonal Writing Abilities Nyan-Ping Bi 5 Interpersonal Communication: Enhancing Students’ Speaking Abilities Clarissa Adams Fletcher
- 4. Online Modules-Topics (continued) 4 # Topic Presenter 6 Presentational Communication: A Focus on Writing Federica Santini 7 Presentational Communication: A Focus on Speaking Angelika Becker 8 Diagnosing Student Progress: Setting Learning Targets and Using Formative Assessments to Provide Feedback Greta Lundgaard 9 Strategies for Maintaining Student Motivation throughout the Course through Engaging Activities Yo Azama 10 Latin: Reading and Comprehending Latin Texts: Developing Students’ Literacy Skills Dawn LaFon
- 6. • Need for the modules • Role of the modules • Highlights of our modules – listening & reading • Discussion / resources / questions
- 7. 7 ►Think of when you learned language – was listening given equal time? What changed? ►Which of the 3 modes involves listening? ►Listening involves a variety of language ►Is listening a passive skill? ►Why use authentic materials for listening comprehension? Listening – An Overview
- 8. 8 ►Level Appropriate Resources ►Length of Resource ►Student Preparation ►Idiomatic Spoken Language ►Dialects, Pace, Accent ►Follow up Activities ►Assessment The Challenges of Listening
- 9. 9 Listening by ACTFL Levels
- 13. 13 The “Big 3” of Listening
- 15. 15 Step by Step Listening
- 16. 16 ►Identify the purpose and task ►Predictive activity based on title, speakers ►Cultural background ►Vocabulary resources- key words ►Set expectations ► Comprehension ► Main / supporting ideas ► Potential tasks Pre-Listening
- 17. 17 ► Sample pre-listening activities: ► looking at pictures, maps, diagrams, or graphs ► reviewing vocabulary or grammatical structures ► reading something relevant ► constructing semantic webs (a graphic arrangement of concepts or words showing how they are related) ► predicting the content of the listening text ► going over the directions or instructions for the activity Pre-Listening
- 18. 18 ► 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) While Listening
- 19. 19 ► Segmental (intensive) listening – zeroing in on particular segments of the text ► This step comes after students acquire global comprehension ► It supports obtaining more detailed comprehension ► It involves guessing the meaning of words or expressions ► It can lead to examination of certain grammatical structures ► If material is available online, students can concentrate on global comprehension in class then practice intense listening at home While Listening
- 20. 20 ►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 registers While Listening
- 21. • Retelling the main ideas • Asking questions • Expressing opinions • Discuss likes / dislikes • Write a review / summary • Write to the speaker
- 22. 22 ► Formative Assessment ► True / false questions ► MC questions ► Summary statements ► Summative Assessment Post-Listening
- 24. 24 Scaffolding Tasks by Level
- 26. 26
- 27. 27 Scaffolding a Movie Trailer
- 29. 29 ►Think of when you learned language – was reading given equal time? What changed? ►Which of the 3 modes involves reading? ►Reading involves a variety of language. ►Is reading a passive skill? ►Why use authentic materials for reading comprehension? Reading – An Overview
- 30. 30 ►Level Appropriate Selections ►Length of Selection ►Student Preparation ►Idiomatic Vocabulary ►Follow up Activities ►Assessment The Challenges of Reading
- 34. 34 Guidelines for Selecting Authentic Reading Materials
- 35. 35 Reading Resources • Children’s story books • Simple poems and rhymes • Charts, maps, statistics • Magazine articles • Promotional materials, advertisements • Excerpts from literary works
- 36. 36 Story Summary: “Una Carta a Dios” - Gregorio López y Fuentes
- 37. 37 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
- 38. 38 Benefits of Reading Benefits to students from including reading throughout your curriculum: Increased vocabulary Exposure to literary texts Understanding of cultures – comparisons and connections
- 39. 39 Interpretive Reading Objectives Students must: ►Understand vocabulary and idioms ►Understand purpose and point of view ►Understand cultural references Reading Objectives
- 40. 40 Step by Step Reading Step 1: Pre-reading activity - Present new vocabulary - Present culture background Step 2: Reading followed by formative assessment Step 3: Post-reading follow up with higher order skills activities: - Write a summary - Provide a cultural comparison
- 42. 42 Pre-Reading
- 43. 43 Pre-Reading
- 44. 44 While Reading
- 45. 45 As we finish Reading
- 46. 46 Post Reading
- 47. 47 Post Reading
- 50. 50 Benefits of Reading Benefits to students from including reading throughout your curriculum: Increased vocabulary Exposure to literary texts Understanding of cultures – comparisons and connections
- 51. Interpretive 65% Interpretive Skills on the AP Exam A minimum of 65% of AP language exams assess student ability to interpret
- 52. 52 AP® Language and Culture Exams
- 53. Exam Format – Multiple Choice
- 55. • Introduce and emphasize interpretive mode in all levels of all languages • Integrate 3 modes into all language exercises and activities • Include a vast array of authentic materials in practice and assessment at every level • Emphasize cultural importance in addition to language skills
- 56. • Modules are for all languages and for all levels • Information from modules supports program design • Free – 24/7 access • Three modes strong!
- 57. 57 ►10 World Language Modules on AP Central ►Released portions of AP exams on AP Central ►French, Spanish and Italian links on my website (Google “Ed Weiss”) Resources
Editor's Notes
- First three are almost finished.
- In the chart on this slide, you can see the types of questions that appear in each section of the AP French Language and Culture exam. You can also see the number of questions in each section, the weight, and the time allotted.