TPRS® Beginning Workshop 2012-Detroit
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Transcript of TPRS® Beginning Workshop 2012-Detroit
A different kind of professional development.™
Scott [email protected]
teachforjune.com
Story-basedImmersion
copyright © 2012 teachforjune.com
2012
TPRS®
Thank you,Detroit!
(my home town)
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.
Demo
ClassProcedures
When I make a statement, you will respond chorally by saying,
“Ohhhhh!”
When I ask a question and you know the answer, 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!”
If I ask a question where the answer hasn’t been established, make it up! 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.
Text
Raise your hand if you don’t understand OR I’m going too fast!!
Wortschatzvocabulary
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 Mutt imaus s ieht d ie 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 eine sehr große Katze in unserem Haus! Sie kommt auf uns zu! Wir haben sehr Angst!”
Wenn die Muttimaus das Schreien ihrer Kinder hört, läuft die Muttimaus auf die Katze zu und schreit “Wau Wau!” Wenn die Katze den Schrei der Muttimaus auf Hund hört, dreht die Katze sich um und läuft sehr schnell von dem Haus weg.
Wie gu t , da s s d i e Mut t imaus zweisprachig ist! An diesem Tag lernen die zwei Mäuschen, dass es sehr wichtig ist, mehr als eine Sprache zu sprechen.
Q & A
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
Text
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
Assessment &
TPRS
About
How to
Assessment &
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
input and create an atmosphere of immersion in
the classroom.
Stephen Krashen’s Theory of Second-language
Acquisition.
5 Main Hypotheses5 Main Hypotheses
Acquisition-learning Hypothesis
Monitor Hypothesis
Natural Order Hypothesis
Input Hypothesis
Affective Filter Hypothesis
Learning Languagevs.
Acquiring Language
Learning Language
Artificial
Memorization
Grammar Rules
Learning about languageis learning facts.
Acquiring Language
Natural
Comprehensible Input
Intuitive
Learning to speak a language is a motor skill.
Real-world acquisition
vs.Classroom acquisition
14,600 hours
600 hours600 hours
Make every minuteCOUNT!!!
We teach for Mastery
teach Mastery by...
Focusing on Details
We add as many details as we can.
Each detail increases the chance that the students will
remember.
NOT language
Text
3 Keys to Mastery
Text
Key 1: Comprehensible
Text
Key 2: Repetition
Text
We have 30 seconds to repeat something before it is
forgotten.
Text
People usually forget 90% of what they learn in a class within
30 days.
TextOne could increase the life
span of a memory simply by repeating the information in
timed intervals.
TextInformation is remembered best
when it is elaborate, meaningful, and contextual.
Medina, John. Brain Rules. Sea4le: Pear Press, 2008. p. 100.
Text
Key 3: Interesting
Text
Students must pay attention in order to learn.
Text
We don’t pay attention to boring things.
Text
The unusual, the unpredictable, or the distinctive are powerful
ways to harness attention.
Text
Use props
Use props
Q & A
About
How to
Assessment &
How to
TPRS
Key Concept
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
Text
4 BasicTPRS® Skills
the
he
art
of T
PRS®
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
Circ
ling
#1 Key Technique
The art of asking repetitive questions
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
Repeat answer: “Yes, ...”
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!
Circling with Upper Levels
Only circlenew or difficult
structures
If you circle everything, advanced students will get
bored!
Demo
Circling Demo
Q & A
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.
Lisa isst Lucky Charms am Montag.6. Script your questions around a comparison.
Mark trinkt Pepsi.
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.
Group Practice
Practice
PQA:Personalized
Questions & Answers
#2 Key Technique
Ask questions using target phrases
Concentrate on being personal
It’s like minglingat a party
Report to class
Circle info
Get more details
Report to class
Circle info
Repeat until there is a lull
Askanother student
Repeat process
Compare & contrast
Q & A
Adding details
#3 Key Technique
3 levels of Specificity
general
specific
Try to go at least3 levels deep
when adding details
The story gets more interesting with more specifics.
A boy wants a cat.A boy wants a cat.
A boy from China wants a cat.
A boy from China wants a cat.
A boy from Hong Kong, 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.
Ming Jr. from the 3rd street Burger King in Hong Kong, China
wants a cat.
Q & A
Teach to the Eyes!
#4 Key Technique
Teach STUDENTS not curriculum.
Look in individual student’s eyes when
teaching.
Hold students accountable.
Always check for understanding.
Q & A
Starting the year
Power PQA™
Have studentswrite their first name
BIG on the top of the paper.
Level 1Have them draw
what they like to do.
Level 2Have them draw
what they are afraid of.
Level 3Have them draw
what makes them unique.
Level 4Have them draw
what would they doif they had a million
dollars.
Ask 2-3 students per day
4-6 studentsper day on block
Spend approximately4 weeks on this activity
Slowly expandvocabulary base
Where & with whom
Months, seasons,& weather
Days, dates& time
any other logical“next step”
Demo
Power PQA Demo
1. Vocabulary
2. Story
3. Reading
1. Vocabulary
2. Story
3. Reading
3 Steps of TPRS®
One week.Three steps.
If your classes meet every day or every other day on
the block, you will complete all 3 steps in one week.
If your classes meet everyday on the block
and you complete 1 year of instruction in a semester,
you will complete all 3 steps twice, each with a different story and set of
structures.
Step 1:Vocabulary
The first step of TPRS®is to establish the meaning
of our structures.
Step 2:Story
The second step of TPRS®is to create an oral story
with your students.
Step 3:Reading
The third step of TPRS®is to read
with your students.
TPRS® in a Week
Monday
TPRS® Step 1✓ Introduce vocabularyTPRS® Step 2✓ Background info about characters
Monday
Step 1Introduce Vocabulary
3 Structures
These are the structures you want
to practice
Basic, high-frequency
words
Always translate these structures
3 Structures
his mom wants him to do his homeworkhis mom wanted him to do his homework
while
Lesson Plan
Establish MeaningEstablish Meaning
3 ways toestablish meaning
1. 3 target phrases
Include structure
Target Language in one color
English in another
Students copy list
2. TPR & Gestures
Model
Delay modeling
Stop modeling
Vary groups
Novel commands
Assess
3. PQA
Q & A
Text
Step 2Story: Background Info
Ask, don’t tell a story
Heart of the lesson
Don’t rush this step
Actors dramatize the story
Meat of Monday’s lesson:
at least 30 minutes
Class Procedures
Students must respond to each
statement/question
“Ooohh”“Oh, no, oh, no”
expression
Choral Answer
Make it up!
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
How to Ask a Story: Background Info
Introduce main character
Get a student actor
What don’t you knowabout main character?
Add details aboutcharacter by asking
questions
Doesn’t need to be relevant
Practice any word or structure
Verify details with actorsin present tense
Verify details with classin past tense
Main Character Background Info
What 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?
Lesson Plan
Add parallel character
Purpose of parallel characteris to compare & contrast
with main character
Get another student actor
What don’t you knowabout parallel character?
Verify details with actorsin present tense
Verify details with classin past tense
compare & contrast
Parallel Character Background Info
What 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.
Lesson Plan
Work Time
Story Practice
Choose one structure that would teach in your classroom. Create a main and parallel
character that incorporates this structure.
You will develop and script Monday’s lesson based on these characters.
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 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 your structures.
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.
Practice
Q & A
Tuesday
Tuesday
Step 2 (continued)✓ Review character info✓ Introduce problem✓ Attempt to solve the problem✓ Solve the problem
Review main characterinfo from yesterday
Circle it all againyou can go a little faster
it’s review
Step 2 Story: 3 Acts
Meat ofTuesday’s lesson:
at least 30 minutes
How to Ask a Story:3 Acts
Read or Write Story
Look for variables that can be
expanded and changed
Script surprise details
Storyline with Variables
There 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.
Lesson Plan
Start with a statement
Circle statement
Add details:3 levels of specificity
Circle eachnew detail
before addingnext one
3 Locations3 Acts
Location 1=Act 1:Introduce the problem
Every story has a problem
Problem
he doesn’t do his homework
Lesson Plan
Oh, no! Oh, no, class!The boy had a problem.
Script out your questions relating to the introduction
of the problem
Use dialogue
Tell the class whatthe characters say
Then have thecharacters say it
Remember to verify detailswith actor in present and
class in past tense
Script out story pertaining to location 1
There was a boy who didn’t like to do his homework. His mom wanted him to do his homework.
Lesson Plan
Work Time
Story Practice
Using 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.
Step 3
You 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 with audience in past tense.
Practice
Location 2=Act 2: Unsuccessful attempt
to resolve problem
Have main charactergo somewhere to
attempt to solve problem
Script out your questions relating to the attempt to
solve the problem
Script out your questions relating to the attempt to
solve the problem
Tell the class whatthe characters say
Then have thecharacters say it
Remember to verify detailswith actor in present and
class in past tense
Script out story pertaining to location 2
His mom took him to the library to do his homework. It was too quiet in the library and the boy fell asleep.
Lesson Plan
Work Time
Story Practice
Script out “act 2” of your lesson.
Remember to identify possible variables in the storyline.
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.
Practice
Location 3=Act 3: Resolve the problem
Have main charactergo somewhere to
finally solve problem
Script out your questions relating to problem
solution
Use dialogue
Tell the class whatthe characters say
Then have thecharacters say it
Remember to verify detailswith actor in present and
class in past tense
Script out story regarding location 3
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.
Lesson Plan
Work Time
Story Practice
Script out “act 3” of your lesson.
Remember to identify possible variables in the storyline.
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
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.
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
Wednesday
✓ Add background info to reading✓ Add a student as a parallel character✓ Compare & contrast character & student
Wednesday
Meat ofWednesday’s lesson:at least 30 minutes
Develop main characterfrom extended reading
Using questioning, developthe main character
What don’t you knowabout them?
Circle each newdetail
The details studentscome up with may
contradict the detailswhen the class reads
the story
Choose a studentto be the parallel character
As you add detailsto the main character,
compare & contrastwith student
Be sure to circleas you
compare & contrast
Q & A
Thursday
✓ Read extended reading✓ Translate extended reading✓ Discuss extended reading
Thursday
Text
3. Reading
Text
Reading is powerful.
70%language ability
How to readthe TPRS® way
Meat of Thursday’s lesson:at least 30 minutes
Step 1:Teacher reads
a sentence or chunk.
Step 2:Class
chorally translates sentence or chunk.
Translate one paragraph
at a time.
Step 3:Ask the facts of the
translated paragraph.
Facts can’t change.
Students answer chorally.
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
Friday
✓ Read novel or do story strip
Friday
Read novel
Follow samereading steps
as extended reading
Teacher reads
Students translatechorally
Discuss reading byasking comprehension
questions
Add details to the reading through questioning.
Students give unusual & unexpected answers.
Choose best answer.
Add details from students’ culture.
Create a parallel story using a student as the main
character.
This is a similar story but with details about the student.
Dramatize 1 or 2pivotal scenes
Use student actors & props.
Q & A
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
Story-Strip Demo
Q & A
Enrichment Activities
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
“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
“Kindergarten Day” Demo
Songs
Choose a song appropriate to students’ level
Choose children’s songs, popular music, or
learning songs
Introduce song with cloze activity
Song Cloze Activity
Copy lyrics for students with some
words missing
Have students try to fill in the words as they listen to
the song
Sing & dance to songs daily
Create gestures or a dance for the week’s
song
Have students sing & gesture/dance to
practice song
Demo
Song & Dance Demo
End the week with a song competition
Divide the class into two teams
Have them compete on who sings the
loudest
Alternate line by line or stanza by stanza
Change out songsevery 2 to 3 weeks
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
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!
Q & A
About
How to
Assessment &
TPRSAssessment &
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
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
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 ptsOutstanding
80-89 ptsSatisfactory
60-79 ptsNeeds Improvement
0-59 ptsUnsatisfactory
If your school doesn’t have a citizenship grade, don’t do participation or give as
motivation awards.
Q & A
A different kind of professional development.™
Scott [email protected]
teachforjune.comcopyright © 2012 teachforjune.com
✓workshops✓webinars✓webinars on demand™✓webverstiy™✓coaching✓consulting
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]
teachforjune.comcopyright © 2012 teachforjune.com
✓workshops✓webinars✓webinars on demand™✓webverstiy™✓coaching✓consulting