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TPRS® Beginning Workshop 2012-Detroit

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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-Detroit

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