Transcript of From end to beginning: How to vertically align your language program (speaking and listening) Martha...
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- From end to beginning: How to vertically align your language
program (speaking and listening) Martha Pero & World Language
Department at HHS Hudson City Schools perom@hudson.edu
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- B.S. in Ed. Bowling Green State University, OH M.A. Spanish
Translation Kent State University, OH Teaching for 27 years 2 North
Baltimore, OH 25 Hudson, OH 5 years at Kent State University
Ashland University NBCT President Ohio Foreign Language Association
2008 CSC Teacher of the Year, Finalist ACTFL TOY Harvard Award for
Excellence in Teaching Martha Pero
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- Hudsons history Buy in Agreed upon grading Backward design
Familiarity with state standards Hard to separate all these skills:
integrated To begin
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- 7 teachers teaching one language 5 languages being taught No
common assessment Started at chapter 1 and got to ??? Hudsons
history
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- Teachers must be on board Support of Principal Support of
Curriculum Director Professional development Buy in
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- What do you want them to know? Standards based? All practice
grading different levels. Holistically or points per error? Rubric?
Agreed upon grading
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- Start with your highest level and go backwards. All teachers
understand all levels Work with teachers in other districts. Three
main stages of design 1.Identify desired outcomes and results-what
do they need to be able to do? 2.Determine what performance the
students will do to illustrate competency. 3.Plan instructional
strategies and leaning experiences that help them attain the goal.
Backward design
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- Clear performance goals based on key questions Engaging,
hands-on approach Focus on interesting ideas, questions, problems
Real-world application beyond the classroom Quality feeback system
Choices for students Backward Design
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- Know your standards The book should not decide what and how you
teach. Familiarity with state standards
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- The hardest to do Find native speakers- Skype, community etc.
Require target language in class You speak as much as possible in
target language in class- ACTFL guidelines 90% at all levels
Speaking rubrics (handout) Judge on if a native speaker can
understand- if can communicate Speaking
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- Formal presentation 2 minutes (handout) Read one article,
listen to one source, speak 2 minutes Informal simulated
conversation (handout) Do as many as possible during year Speaking
journals (handout)(Rebecca Wiehe) 5/2 Students talk about a subject
for 5 minutes, then one person goes to another group and talks for
2 minutes Speaking AP
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- Give topic ahead of time Types of activities 6 picture sequence
to tell a story (handout) PowerPoint presentation with phrases only
on slides Skype with native speakers 5 words (Joe Moore) put 5
words on the screen, half the students have back to the screen,
partner describes words to get the student to say it in English
Level 4
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- 1.EXIT RAMP 2.SHORTCOMINGS 3.EXPULSION 4.SEED 5.THUG 5
words
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- 1.AFFECTION 2.ASSORTMENT 3.CATAPULT 4.CHEMOTHERAPY 5.CRUTCH 5
words
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- Odes Debates/with notecards of facts Oral summaries of news
articles Ellis Island (vide0) Speaking Level 4
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- Noticias - (handout) Planned presentations Teach circumlocution
to learn new words or explain them. Tell stories- campfire, Answer
direct questions that are open ended. Prepare for questions, then
be ready for related questions. Practice speaking in different
tenses, especially questions Lip sync songs (example) Speaking
Level 3
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- Very direct questions that have been prepared (handout) Tell
them what they need to use. Direct object pronouns etc. Use some
opened questions that elicit vocabulary that they know Change the
verb tenses accordingly in the questions Start teaching the
transition words to connect thoughts. Also pause words to think
while speaking. Speaking Level 2
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- Very short and to the point Frustrating for them because they
want to say things they do not know how to say in target language
Keep the speaking very focused Give a lot of input before expecting
a lot of output. Use picture flashcards or PowerPoint to elicit a
response of a word or sentence. Please work on pronunciation from
day one. It is very difficult to change bad habits 3 years later.
Sing songs Speaking Level 1
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- Let them hear themselves Have them transcribe what they say
They never believe that they said... until they hear it. Have peers
listen for comprehensibility Self-awareness it vital Speaking all
levels
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- AP Interview a native speaker- Make questions and respond to
speaker on own- record Fourth year- show and tell no cards, peers
think of questions as they listen Third year- Bring show and tell
with specific words on cards, not all written out. Peers take notes
on what is said and summarize. Second year make up questions and
answer that is directed (Handout Barbara Snyder) First year -
specific questions. (handout) Example
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- Listen, listen, listen Do all that you have available with your
series This is often very difficult at all levels The more they
hear you speaking the target language, the more they will
understand others Listening
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- Use the computers There are many online foreign newspapers with
video and oral clips. Univision in Spanish is excellent Watch T.V.
in the target language if available Show movies in class in target
language and hide subtitles Many AP materials out there especially
in Spanish- use them For listening on exam, read questions first,
write notes while listening looking for the questions Interview
native speakers When it goes to fast, tell them to listen fast.
Listening AP
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- Listen to a variety of accents, never know what will be on the
exam Listen, read, read compare, contrast take notes on the
listening and reading in Venn, draw arrows for comparisons, then
write Listening AP for exam
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- Teach to stay focused. Listen for main ideas. Show them the
cadence of the language Listen more than once dont give up The only
way to get better is to listen to as much as you can Use news
videos that they can see what is going on to help create meaning.
Listening 4
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- Odes Stories on tape Movies in target language with subtitles
Songs Listening 4
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- Video series Extra- Streaming video French, German, Spanish
(example) Aventuras Vascas Spanish La Catrina- Spanish Suggestions?
Authentic samples are difficult and fast- use for main idea only
Listening level 3
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- Texbook audio Authentic commercials in target lanugage
Authentic short cuts- look for key words Songs, songs, songs print
words so they can see and sing along Listening Levels 1 &
2
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- AP-Listen with no vocabulary available nor video. Level 4-
Listen with video. Level 3- learn vocabulary before videos Level 2
and 1- Videos should be very specific or known to the students.
They can pick words out. Example
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- Start with where you want to go. Conclusion