tprs® beginning workshop 2012
TRANSCRIPT
A different kind of professional development.™
Scott [email protected]
teachforjune.com
TPRS®Story-basedImmersion
2012
slideshare.net/teachforjunedownload presentationand additional handout
For great support after the workshop is done, join one (or both) of the following groups:
moreTPRS Listservegroups.yahoo.com/subscribe/moretprs
tprstalk.com Forum
or email me @[email protected]
For a complete list of real, classroom demos, visit:
vimeo.com/teachforjune
How confident are you that your students can
speak spontaneously for 30 seconds in the target language at the end of
the year?
Or that your students could write a 100-word
story 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-americans-can-hold-conversation-second-language.aspx
Insanity is doing the same thing over and
over again and expecting different
results.—Albert Einstein
Yet, this is exactly what 1000s of
world-language teachers do
everyday and have done for years.
If we truly want our students to be able to
speak and write at any level, we must change
the way we teach. Period.
TPRS® is one such change that has given world-
language teachers across the globe undeniable
results:students who could speak and write the language.
About
How to
Classroom &
TPRS
October 1, 2001Monday
Emergency Permit
Observe
October 2, 2001Tuesday
No sub
Teach
What?
2:45 PMWhew!
But wait...
OPEN HOUSE!!!
What was that?
OH NO!
Taught
Change
I’mBlaineRay!
TPRS®
Happy
Write
Speak
I love TPRS®because it works.
My students are better speakers & writers and I’m a
better teacher.
About
How to
Classroom &
TPRS
About
Whatis
TPRS®?
TPRS® stands forTeaching Proficiency
throughReading and Storytelling
TPRS® is immersion through stories.
TPRS® is a method of second-language teaching that uses highly-interactive stories to provide comprehensible i n p u t a n d c r e a t e a n atmosphere of immersion in the classroom.
Stephen Krashen’s Theory of Second-language
Acquisition.
5 Main Hypotheses
Acquisition-learning Hypothesis
Monitor Hypothesis
Natural Order Hypothesis
Input Hypothesis
Affective Filter Hypothesis
Based in brain research.
1. We don’t pay attention to boring things.
Encourage laughter
2. We have 30 seconds to repeat something before it is
forgotten.
People usually forget 90% of what they learn in a class within
30 days.
One could increase the life span of a memory simply by repeating the information in
timed intervals.
3. Students must pay attention in order to learn.
The unusual, the unpredictable, or the distinctive are powerful
ways to harness attention.
Emotions get our attention.
4. Most of what we learn is visual.
Dramatize the story
Use props
wigs & hats
cardboard cutouts
funny noses
funny glasses
stuffed animals
toys
5. Initial learning is important.
6. There are two types of memories.
Declarative Memories
“The shirt is blue.”
“Jupiter is a planet.”
Learning about language is declarative.
It is learning facts.
Non-Declarative Memories
Memories that are not in our conscious awareness, such as
riding a bike or driving a car.
Learning to speak a language is
non-declarative.
It is a motor skill.
Information is remembered best when it is elaborate,
meaningful, and contextual.Medina, John. Brain Rules. Sea4le: Pear Press, 2008. p. 100.
We add as many details as we can.
Each detail increases the chance that the students will
remember.
Sousa, David A.. How the Brain Learns. Thousand Oaks: Corwin Press, 2006.
What we remember after 24 hours.
Learning Languagevs.
Acquiring Language
Learning Language
Artificial
Memorization
Grammar Rules
Acquiring Language
Natural
Comprehensible Input
Intuitive
Real-world acquisition
vs.Classroom acquisition
14,600 hours
600 hours
Make every minuteCOUNT!!!
Fluency
teach FLUENCY
Focus on Details
NOT language
3 Keys to Fluency
Key 1: Comprehensible
Key 2: Repetition
Key 3: Interesting
5. Speak the language as
much as possible in the
classroom and speak it
naturally. DO NOT
shelter grammar when
speaking to students! If
they do not hear natural
language they are unlikely
to acquire it.
6. English is used only to
guarantee comprehension
(such as translating
readings) or to clarify
meaning as quickly as
possible (such as in pop-
ups).
7. Write a class story every
month or so. Teacher
writes the story on the
overhead while the entire
class invents the story
line. Continually ask about spelling, gender, conjugations,
anything relating to accuracy. Students answer questions
about all of the structure they know while copying the
entire story. Praise them for their knowledge; praise them
for asking questions about how the language works.
Students are more likely to learn grammar from multiple
mini-lessons than from a five-minute lesson that has an
explanation and drill. To see an example of a class story,
see the DVD “TPRS in the 90’s” by Susan Gross.
Grammar Schedule
While the teacher uses all of the language
accurately all of the time, it is helpful to have a
grammatical focus in mind for the students.
Certain features like affirmative/negative are
obviously essential to understanding. These are
the first things that must be clarified. In level
one, I used the following “point of view” plan:
Aug - Oct 3rd person singular and plural.
Nov - Dec 1st person singular.
Jan - Feb 2nd person singular.
Mar - Apr 1st person plural.
May 2nd person plural.
At the conclusion of a story, we quickly retold
from the point of view that I was working on.
Each point of view included possessive
adjectives; direct object, indirect object,
disjunctive, and reflexive pronouns; regular,
irregular, and reflexive verbs. Some years I did
not make it through all of the points of view
because I did not move to the next point of view until the
students demonstrated mastery.
Since I used all forms correctly whenever appropriate in our
storytelling and conversations, they heard all points of view all
year long. The above plan simply guided what grammar I chose
to emphasize each day and to assess in the chapter test.
© 2009 Susan Gross [email protected] • www.susangrosstprs.com 4
Vo
ca
bul
ary
She
lter
5. Speak the language as
much as possible in the
classroom and speak it
naturally. DO NOT
shelter grammar when
speaking to students! If
they do not hear natural
language they are unlikely
to acquire it.
6. English is used only to
guarantee comprehension
(such as translating
readings) or to clarify
meaning as quickly as
possible (such as in pop-
ups).
7. Write a class story every
month or so. Teacher
writes the story on the
overhead while the entire
class invents the story
line. Continually ask about spelling, gender, conjugations,
anything relating to accuracy. Students answer questions
about all of the structure they know while copying the
entire story. Praise them for their knowledge; praise them
for asking questions about how the language works.
Students are more likely to learn grammar from multiple
mini-lessons than from a five-minute lesson that has an
explanation and drill. To see an example of a class story,
see the DVD “TPRS in the 90’s” by Susan Gross.
Grammar Schedule
While the teacher uses all of the language
accurately all of the time, it is helpful to have a
grammatical focus in mind for the students.
Certain features like affirmative/negative are
obviously essential to understanding. These are
the first things that must be clarified. In level
one, I used the following “point of view” plan:
Aug - Oct 3rd person singular and plural.
Nov - Dec 1st person singular.
Jan - Feb 2nd person singular.
Mar - Apr 1st person plural.
May 2nd person plural.
At the conclusion of a story, we quickly retold
from the point of view that I was working on.
Each point of view included possessive
adjectives; direct object, indirect object,
disjunctive, and reflexive pronouns; regular,
irregular, and reflexive verbs. Some years I did
not make it through all of the points of view
because I did not move to the next point of view until the
students demonstrated mastery.
Since I used all forms correctly whenever appropriate in our
storytelling and conversations, they heard all points of view all
year long. The above plan simply guided what grammar I chose
to emphasize each day and to assess in the chapter test.
© 2009 Susan Gross [email protected] • www.susangrosstprs.com 4
Gra
mm
ar
Do
n’t S
helte
r
Q & A
break
Demo
ClassProcedures
When I make a statement, you will respond chorally by saying,
“Ohhhhh!”
I will ask a question to which you know the answer and you will answer chorally in the target language.
If it is a “yes” answer than say,
“Ja!”
If it’s a “no” answer say,
“Nein!”
I will ask a question to which you don’t know the answer. I f you don’t know the answer you will make it up (guess). But...
You must guess in German because it is a German story.
You can use proper nouns.
When you guess , surprise me.
If you don’t surprise me, I will surprise you.
Raise your hand if you don’t understand OR I’m going too fast!!
es gibt
Es gibt einen Apfel auf dem Tisch.There is an apple on the table.
there is/are
die Katze
Es gibt eine Katze mit blauen Augen.There is a cat with blue eyes.
the cat
die Maus
Es gibt eine Maus.There is a mouse.
the mouse
sieht an
Das Mädchen sieht etwas an.The girl looks at something.
looks at
schreit
Die Frau schreit.The woman screams.
screams
läuft
Der Junge läuft schnell.The boy runs fast.
runs
wh
o?
wh
at?
wh
ere
?
wh
en
?w
hy?
ho
w?
wh
ich
?h
ow
mu
ch
?
how many?
German
Es gibt zwei Mäuschen und eine Muttimaus. Sie wohnen in einem sehr großen Haus. Die zwei Mäuschen essen Käse gern.
Sie wollen jetzt Käse essen. Diese zwei Mäuschen sehen die Muttimaus an und schreien “Mutti! Wir haben Hunger! Wir wollen Käse essen. Bitte bring uns ein bisschen Käse!”
Die Muttimaus sieht die zwei Mäuschen an und sagt ihnen “Okay meine Kinder. Ich will in der Küche nach Käse suchen.” Aber in diesem Moment sehen die zwei Mäuschen etwas, das ihnen Angst macht.
Eine Katze kommt auf sie zu! Es ist eine sehr große Katze! Sie schreien “Mutti! Mutti! Es gibt e ine seh r g roße Kat ze in unserem Haus! Sie kommt auf uns zu! Wir haben sehr Angst!”
We n n d i e M u t t i m a u s d a s Schreien ihrer Kinder hört, läuft die Muttimaus auf die Katze zu und schreit “Wau Wau!” Wenn d ie Katze den Schre i der Muttimaus auf Hund hört, dreht die Katze sich um und läuft sehr schnell von dem Haus weg.
Wie gut, dass die Muttimaus zweisprachig ist! An diesem Tag lernen die zwei Mäuschen, dass es sehr wichtig ist, mehr als eine Sprache zu sprechen.
Q & A
break
About
How to
Classroom &
TPRS
How to
Technique #3 Handling silence
You ask, “To where does the black dog named Arrow run?”
Instead of shouting out a bunch of clever answers, the whole
class is silent! Yikes! Normally this means that they are taking
time to figure out what you just asked.
One of the following techniques will keep your class actively
participating:
1.Change your question into an “either/or” question: Does
the dog named Arrow run to WalMart or to Pizza Hut?
2.Clarify by asking for a translation of the question.
Technique #4 Staying “in bounds.”
The boundaries are anything that the students already know plus
the phrases that you are teaching today.
When adding a new detail to the story, that new word must be
brought in bounds with a couple of questions. A good way to
add details is by using brand names such as Toyota, Crest,
WalMart, Chicago, Frank. For example, if you want to add
“shoes” to the story, say “Nikes” instead of “shoes.” That way
you stay in bounds!
Expand on the boundaries by using cognates (like
“automobile”). HOWEVER, students will not recognize
“automobile” ; you must tell them what it means. Once you have
brought that word in bounds, you may use it.
As the year progresses, the boundaries get bigger. Each time you
meet with your students, use as much of the language as they
already know.
© 2009 Susan Gross [email protected] • www.susangrosstprs.com 10
the
he
art
of T
PRS®
Circ
ling
The art of asking repetitive questions
KeyTechnique
Start with a statementStatement should include structure
Ask yes/no question where answer is YES
Repeat answer: “yes, ...”
Ask either/or questionRepeat answer: “that’s correct, ...”
Ask yes/no question where answer is NO
Repeat answer: “no, ...”Restate correct statement
Ask question-word question
These are more difficult—target superstar until class is ready
get a new detail and repeat
Ask 3-4 questions and then get new detail.
Circle the subject, object, AND verb!
Randomize questions!
Comprehension Checks
Check for understanding
FREQUENTLY
Ask class as well as individuals
Comprehension checks are in
ENGLISH
“What did I just say?”
“What did I ask?”
“What does __ mean?”
Translate
Translate what students don’t know
Write new words on board
Ask students to translate to check for
understanding
DON’T translate everything!
Demo
Circling Demo
Q & A
TextText
individual work time
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.6. Script your questions around a comparison.
Practice Rules
✓ teacher stands✓ students respond✓ don’t correct the teacher✓ no discussion
Group Practice
In your groups, take turns using your template to practice circling.
At first, read your script in order from top to bottom.
When you’re comfortable, try randomizing your questions using the “thumb” technique.
practice
1. Vocabulary
2. Story
3. Reading
3 Steps of TPRS®
1. Vocabulary
Establish Meaning
3 target phrases
Include structure
Target Language in one color
English in another
Students copy list
TPR & Gestures
Model
Delay modeling
Stop modeling
Vary groups
Novel commands
Assess
PQA: Personalized Questions & Answers
Ask questions using target phrases
Concentrate on being personal
It’s like minglingat a party
Compare & contrast
Demo
Power PQA Demo
Q & A
2. Story
Ask, don’t tell a story
Heart of the lesson
Don’t rush this step
Actors dramatize the story
Asking aStory
✓ ASK don’t tell a story✓ actors dramatize the story✓ start with a statement✓ 3 locations✓ PERSONALIZE
How to Ask a Story
Start with a statement
3 Locations3 Acts
PERSONALIZE
Student Responses
✓ students must respond to each statement/question
✓ vary choral responses with individual ones
✓ coach how to “play the game”
Student Responses
Students must respond to each
statement/question
“Ooohh”“Oh, no, oh, no”
expression
Choral Answer
Guess!
Vary choral responses with individual ones
Strong Response— Great!
Weak or No Response...
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
Q & A
Recycle the Story
At any point, stop, go back, and review the
story.
Re-circle the recycled parts.
Continue story when you get back to
where you left off.
Teach to the Eyes!
Teach STUDENTS not curriculum.
Look in individual student’s eyes when
teaching.
Hold students accountable.
Always check for understanding.
Story Retells
Have students frequently 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
lunch
Text
3. Reading
Text
Reading is powerful.
70%language ability
Text
What to read?
mini-stories
extended readings
readers
children’s books
“kindergarten day”
Reading: Step 1
Teacher reads a sentence.
Class chorally translates sentence.
Translate one paragraph at a time.
Reading: Step 2
Ask the facts of the translated paragraph.
Facts can’t change.
Students answer chorally.
Reading: Step 3
Add details to the reading through
questioning.
Students give unusual &
unexpected answers.
Choose best answer.
Add details from students’ culture.
Reading: Step 4
Create a parallel story using a student
as the main character.
This is a similar story but with details about
the student.
Use student actors & props.
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 in target language.
Translate only unknown words.
Ask questions in English.
Reserve for more advanced levels.
Demo
Reading Demo
Q & A
TPRS
® L
ess
on
Planning the story
3 Structures
These are the structures you want
to practice
Basic, high-frequency
words
Always translate these structures
Lesson PlanStructures:There was a boy.He was in Target.
Problem: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Background Info
Names & Places
Multiple characters
Doesn’t need to be relevant
Practice any word or structure
Use for compare & contrast
Verify details with actors
Parallel characters
Problem
Every story has a problem
3 Locations
Location 1:Introduce the
problem
Location 2: Unsuccessful attempt
to resolve problem
Location 3: Resolve the problem
Structures:There was a boy.He was in Target.
Problem: A boy wanted a cat.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Lesson Plan
Read or Write Story
Main character should be student
Look for variables that can be
expanded and changed
There was a boy. He didn’t have a cat.
He went to Green River, Wyoming. There was a girl. The girl didn’t have a cat.
The boy went to Brooklyn. There was a cat in Brooklyn. The boy picked up the cat. He was happy because he had a cat.
Lesson Plan
Script surprise details
Add parallel character
Celebrity or another student in class
general
specific
The story gets more interesting with more specifics.
A boy wants a cat.
A boy from China wants a cat.
A boy from Hong Kong, China wants a
cat.
Ming Jr. from the 3rd street Burger King in Hong Kong, China
wants a cat.
TextText
partner time
Lets make each of these more specific.
carhouseanimalviolinbook
Most interesting details involve an
event.
Lets explain the following:
A boy has a ten-thousand-dollar bill.A girl has a bike that talks.
Lesson PlanProblem: A boy wanted a cat.
The boy - What don’t we know about him? Name? Where he lives? How old is he? Favorite music? What is in his bedroom? Who are his friends? Why does he want a bird?
Information - Where did he live? (Three levels of specificity) Did he have a cat? Did he have an elephant? What did he have? What did he want? Where did he go?
Surprise Details - Add proper nouns as a surprise. Kmart or Dollar Tree for locations. Add names and places that are a surprise.
Green River, WY - Our characters always go some place. Where else could they go? 3 levels of specificity.
Brooklyn, NY - What other possibilities are there for our 3rd location? 3 levels of specificity.
Q & A
break
TextText
group work time
Story PracticeChoose one structure that would teach in
your classroom. Create a storyline that incorporates this structure.
You will develop and script a lesson based on this structure.
Remember to identify possible variables in the storyline.
Step 1: Develop main character.Step 2: Develop parallel character.Step 3: Introduce problem.Step 4: Attempt to solve problem.Step 5: Solve problem.
You may choose one or more stepsthat you’d like to practice.
StepsThese are the steps you’ll follow.
Step 1You will start the story using the given vocabulary.
Point to the words when you say them and go slowly.
Introduce the main character and choose student actor—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 of specificity: state, city, location.
Step 2You will continue the story using the given vocabulary.
Point to the words when you say them and go slowly.
Introduce the parallel character and choose student actor—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 of specificity: state, city, location.
Step 3You will introduce the problem.
Start by reviewing the facts already established.
Using the given storyline, script out your questions relating to the problem setup.
Verify all details with actors in present tense and with audience in past tense.
Step 4You will attempt to solve the problem unsuccessfully.
Start by reviewing the facts already established.
Have the main character go somewhere to attempt to solve their problem.
Use dialogue. Tell the audience what the character said and then have the actor say it.
Verify all details with actors in present tense and with audience in past tense.
Step 5You will solve the problem.
Start by reviewing the facts already established.
Have the main character go somewhere to finally solve their problem.
Use dialogue. Tell the audience what the character said and then have the actor say it.
Verify all details with actors in present tense and with audience in past tense.
practice
Story Rules
1. When I make a statement you will respond chorally by saying, “Ohhhhhhh.”
2. I will ask a question of which you know the answer and you will answer chorally in the target language.
3. Finally I will ask a question of which you don’t know the answer. You will make it up. But...• You must guess in the target language.• You can use proper nouns.• When you guess, surprise me.
(If you don’t surprise me, I’ll surprise you.)
Your Turn
Spanishw
ho
?w
ha
t?w
he
re?
wh
en
?w
hy?
ho
w?
wh
ich
?h
ow
mu
ch
?
how many?
wh
o?
wh
at?
wh
ere
?
wh
en
?w
hy?
ho
w?
wh
ich
?h
ow
mu
ch
?
French
wh
o?
wh
at?
wh
ere
?
wh
en
?w
hy?
ho
w?
wh
ich
?h
ow
mu
ch
?
how many?
German
wh
o?
wh
at?
wh
ere
?
wh
en
?w
hy?
ho
w?
wh
ich
?h
ow
mu
ch
?
how many?
shéi?
shénme?
zài nǎli?
shénme shíhou?
zěnyàng?
nǎge?
duōshǎo?
jǐ?
Mandarin
wèishénme?
English
Q & A
About
How to
Classroom &
TPRSClassroom &
A typical TPRS® week
Monday
Monday✓ talk about weekend✓ introduce vocabulary✓ background info about characters
Talk about weekend
Have students write 3 activities they did
over the weekend in the target language
Don’t allow boring answers
Let them “lie”
Coach how to “play the game”
Use PQA skill to get details
Enrichment Activities
“Kindergarten Day”
Choose a children’s book appropriate to
students’ level
Set up like elementary school
Read the book “infant style”
Use circle skill to increase
comprehensible input
Allow students to bring in snacks or
stuffed animals
Make it fun!
Demo
Demo
“Kindergarten Day” Demo
song cloze activity
Choose a song appropriate to students’ level
Copy lyrics for students with some
words missing
Have students try to fill in the words as
they listen to the song
Choose children’s songs, popular music,
or learning songs
Tuesday
Tuesday
✓ review character info✓ introduce problem✓ attempt to solve the problem✓ solve the problem
Enrichment Activities
Free voluntary reading
Create a reading library in your
classroom
Give students time to read any book, magazine, or
newspaper in the target language they
choose
Model good reading habits
Hold students accountable with a
reading log
Sing & gesture song
Create gestures or a dance for the week’s
song
Have students sing & gesture/dance to
practice song
Demo
Song & Dance Demo
Wednesday
Wednesday
✓ add background info to reading✓ add a student as a parallel character✓ add background info about student
Enrichment Activities
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 quarter based on quality of
writing
Absolutely the BEST way to assess true
writing ability!
Thursday
Thursday
✓ read and translate story✓ add details to story✓ dramatize story
Enrichment Activities
Free voluntary reading
Sing & gesture song
Friday
Friday
✓ read novel✓ develop background info & details✓ add a parallel character✓ dramatize 1 or 2 pivotal scenes
Enrichment Activities
Song competition
Divide the class into two teams
Have them compete on who sings the
loudest
Alternate line by line or stanza by stanza
Story Strip
Use a comic strip to ask a story
Great review of week’s words and
structures
Use same story techniques as asking
a story with actors
Demo
Demo
Story-Strip Demo
Q & A
Assessmentsand
Grading
AcademicGrade
Base grades on proficiency levels
rather than number of assignments
turned in
Beginner
Novice
Intermediate
Proficient
Advanced
Use skills rather than products to assess students
Assess students on skills
Grading Categories
Culture
10%
Listening Comprehension
15%
Reading Comprehension
15%
Writing
30%
Speaking
30%
50-60% of grade should be dedicated
to speaking and writing
20-30% of grade should be dedicated
to listening and reading
Only 3 assessments per grading
category per quarter
2 formative assessments in the form of quizzes prior to
the 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 Assessments
10-20 multiple-choice or true/false questions based on culture studied
Culture Ideas
Holidays & festivals
Food
Capitals and major 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 reading prompts are sentences
based off of pictures
Students choose the picture that 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
Formative Assessments
(quizzes)
Choose at random at least 2 of your students’ weekly timed-writings
Summative Assessments
(quarter/semester exams)
Students write a minimum of a 100-words story
Story is based either on vocabulary (given in
English), structure (implicitly stated), or pictures
Assessing writing
Assess solely on comprehensibility 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
Formative Assessments
(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 story to the class—each student
is responsible for 1 box
Summative Assessments
(quarter/semester exams)
Students are given a picture 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 on comprehensibility and
complexity
Assess students individually, not based
on the group
Participation/effort is not a grade!
Do not grade on behavior.
No more than 1 assessment per
week(sometimes 2)
Don’t assess writing or speaking during
1st quarter of level 1
All quizzes are UNANNOUNCED
Goal is 80% of students earning 80% or better—if not, reteach and reassess
Q & A
Participation
Students start with 70 participation
points per quarter
Students earn participation points
(1 at a time) by...
Speaking in target language
Answering questions
Acting in stories
Writing over 100 words on a timed writing or
improving their word count over the previous week
Anything else that leads towards
language acquisition
Students lose participation points
(5 at a time) by...
Speaking in English
Hall/bathroom passes
Absences
Tardies
Behavior issues
Anything that detracts from language acquisition
Students may make up participation points
(5 at a time) by...
Writing a 100-word story in the target language
using 10 current vocabulary at least twice
During 1st quarter only of level 1: students can write 10 current vocabulary 3
times each both in English and target language
Participation Grade = Citizenship Grade
90-100 pts = Outstanding
80-89 pts = Satisfactory
60-79 pts = Needs Improvement
0-59 pts = Unsatisfactory
Q & A
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 again and write 1st & 3rd
quarter exams
Break your quarters into weekly lessons
teaching 3-6 phrases per week
Write your quizzes for each lesson
Write your stories(weekly lessons)
Q & A
A different kind of professional development.™
Scott [email protected]
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