1. TPRS Story-based A different kind of professional development.Immersion Scott Benedictscott@teachforjune.com2012teachforjune.com

2. Thank you, Nashville! 3. slideshare.net/ teachforjune download presentation and additional handout 4. 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 @scott@teachforjune.com For a complete list of real, classroom demos, visit:vimeo.com/teachforjune 5. How confident are youthat your students canspeak spontaneously for30 seconds in the target language at the end of the year? 6. Or that your students could write a 100-wordstory in 5 minutes or less? 7. 1 in 4 Americans can hold a conversation in asecond language.http://www.gallup.com/poll/1825/about-one-four-americans-can-hold-conversation-second-language.aspx 8. Insanity is doing thesame thing over and over again andexpecting differentresults. Albert Einstein 9. Yet, this is exactly what 1000s ofworld-language teachers doeveryday and havedone for years. 10. If we truly want our students to be able tospeak and write at anylevel, we must change the way we teach.Period. 11. TPRS is one such changethat has given world-language teachers across the globe undeniable results:students who could speak and write the language. 12. Demo 13. ClassTextProcedures 14. When I make a statement,you will respond chorallyby saying,Ohhhhh! 15. When I ask a question andyou know the answer, youwill answer chorally in thetarget language. 16. If it is a yes answerthan say,Ja! 17. If its a no answersay, Nein! 18. If I ask a question wherethe answer hasnt beenestablished, make it up!But... 19. You must guess inGerman because it isa German story. 20. You can use propernouns. 21. When you guess,surprise me.If you dont surpriseme, I will surprise you. 22. Raise your hand ifyou dont understand TextOR Im going toofast!! 23. Wortschatzvocabulary 24. es gibtthere is/are TextEs gibt einen Apfel auf dem Tisch.There is an apple on the table. 25. die Katzethe catText Es gibt eine Katze mit blauen Augen. There is a cat with blue eyes. 26. die Mausthe mouse Text Es gibt eine Maus. There is a mouse. 27. sieht anlooks atText Das Mdchen sieht etwas an.The girl looks at something. 28. schreitscreamsTextDie Frau schreit.The woman screams. 29. luftrunsTextDer Junge luft schnell.The boy runs fast. 30. where? what? who?how? why?when?German how which? much? how many? 31. Es gibt zwei Muschen und eineMuttimaus. Sie wohnen in einemsehr groen Haus. Die zweiMuschen essen Kse gern. 32. Sie wollen jetzt Kse essen. Diesezwei Muschen sehen dieMuttimaus an und schreienMutti! Wir haben Hunger! Wirwollen Kse essen. Bitte bringuns ein bisschen Kse! 33. Die Muttimaus sieht die zweiMuschen an und sagt ihnenOkay meine Kinder. Ich will inder Kche nach Kse suchen.Aber in diesem Moment sehendie zwei Muschen etwas, dasihnen Angst macht. 34. Eine Katze kommt auf sie zu! Esist eine sehr groe Katze! Sieschreien Mutti! Mutti! Es gibteine sehr groe Katze inunserem Haus! Sie kommt aufuns zu! Wir haben sehr Angst! 35. We n n d i e M u t t i m a u s d a sSchreien ihrer Kinder hrt, luftdie Muttimaus auf die Katze zuund schreit Wau Wau! Wenndie Katze den Schrei derMuttimaus auf Hund hrt, drehtdie Katze sich um und luft sehrschnell von dem Haus weg. 36. Wie gut, dass die Muttimauszweisprachig ist! An diesem Taglernen die zwei Muschen, dasses sehr wichtig ist, mehr als eineSprache zu sprechen. 37. Q&A 38. break 39. October 1, 2001 Monday 40. Emergency Permit 41. Observe 42. October 2, 2001 Tuesday 43. No sub 44. Teach 45. What? 46. 2:45 PMWhew! 47. But wait... 48. OPEN HOUSE!!! 49. What was that? 50. OH NO! 51. Taught 52. Change 53. ImBlaine Ray! 54. TPRS 55. Happy 56. Write 57. Speak 58. I love TPRSbecause it works.My students are betterspeakers & writers and Im a better teacher. 59. AboutTHow to P RAssessment & S 60. AboutTHow to P RAssessment & S 61. What isTPRS? 62. TPRS stands forTeaching Proficiency throughReading and Storytelling 63. TPRS is immersionthrough stories. 64. TPRS is a method of second-language teaching that useshighly-interactive stories toprovide comprehensibleinput and create anatmosphere of immersion inthe classroom. 65. Stephen KrashensTheory of Second-languageAcquisition. 66. 5 Main Hypotheses 67. Acquisition-learning Hypothesis 68. Monitor Hypothesis 69. Natural Order Hypothesis 70. Input Hypothesis 71. Affective Filter Hypothesis 72. Learning Languagevs.Acquiring Language 73. Learning Language 74. Artificial 75. Memorization 76. Grammar Rules 77. Acquiring Language 78. Natural 79. Comprehensible Input 80. Intuitive 81. Real-worldacquisitionvs.Classroomacquisition 82. 14,600 hours 83. 600 hours 84. Make every minuteCOUNT!!! 85. Based in brainresearch. 86. 1. We dont pay attention to boring things. 87. Encourage laughter 88. 2. We have 30 seconds torepeat something before it is forgotten. 89. People usually forget 90% ofwhat they learn in a class within30 days. 90. One could increase the lifespan of a memory simply byrepeating the information intimed intervals. 91. 3. Students must payattention in order to learn. 92. The unusual, the unpredictable, or the distinctive are powerful ways to harness attention. 93. Emotions get our attention. 94. 4. Most of what we learn is visual. 95. Dramatize the story 96. Use props 97. wigs & hats 98. cardboard cutouts 99. funny noses 100. funny glasses 101. stuffed animals 102. toys 103. 5. Initial learning is important. 104. 6. There are two types of memories. 105. Declarative Memories 106. The shirt is blue. 107. Jupiter is a planet. 108. Learning aboutlanguage is declarative. 109. It is learning facts. 110. Non-DeclarativeMemories 111. Memories that arenot in our consciousawareness, such asriding a bike ordriving a car. 112. Learning to speak alanguage is non-declarative. 113. It is a motor skill. 114. Information is remembered bestwhen it is elaborate,meaningful, and contextual.Medina, John. Brain Rules. Sea4le: Pear Press, 2008. p. 100. 115. We add as manydetails as we can. 116. Each detail increases thechance that the students will remember. 117. What we remember after 24 hours.Sousa, David A.. How the Brain Learns. Thousand Oaks: Corwin Press, 2006. 118. TPRS teaches forMastery 119. teach Mastery 120. Focus on Details 121. NOT language 122. 3 Keys to Mastery 123. Key 1:Comprehensible 124. Key 2: Repetition 125. Key 3: Interesting 126. language asossible in theGram and speak itWhile the teacheVocabularyDO NOT accurately all ofmmar whengrammatical foco students! If Certain features Shelter t hear naturalobviously essenthey are unlikely the first things th it. one, I used the f used only tocomprehensionAug - Oct 3ranslatingNov - Dec 1 Jan - Feb 2nor to clarifys quickly as Mar - Apr 1 May 2nd pe uch as in pop- At the conclusio ss story everyfrom the point o o. TeacherEach point of vistory on the adjectives; direcwhile the entire disjunctive, and 127. language asossible in theGram and speak it Dont ShelterDO NOT While the teache accurately all ofmmar whenGrammar grammatical foco students! If Certain features t hear naturalobviously essenthey are unlikely the first things th it. one, I used the f used only tocomprehensionAug - Oct 3ranslatingNov - Dec 1 Jan - Feb 2nor to clarifys quickly as Mar - Apr 1 May 2nd pe uch as in pop- At the conclusio ss story everyfrom the point o o. TeacherEach point of vistory on the adjectives; direcwhile the entire disjunctive, and 128. Q&A 129. break 130. AboutTHow to P RAssessment & S 131. 4 BasicTPRS Skills 132. brought thatthe heart of TPRS As the year meet with y already knoCircling 133. #1 KeyTPRSTechnique 134. The art of askingrepetitive questions 135. Start with a statementStatement should include structure 136. Ask yes/no questionwhere answer is YES Repeat answer: yes, ... 137. Ask either/or questionRepeat answer: thats correct, ... 138. Ask yes/no questionwhere answer is NORepeat answer: no, ... Restate correct statement 139. Ask question-wordquestionRepeat answer: Yes, ...These are more difficulttarget superstar until class is ready 140. get a new detailand repeatAsk 3-4 questions and then get new detail. 141. Circle the subject,object, AND verb! 142. Randomize questions! 143. Comprehension Checks 144. Check forunderstanding FREQUENTLY 145. Ask class as well asindividuals 146. Comprehension checks are in ENGLISH 147. What did I just say? 148. What did I ask? 149. What does __ mean? 150. Translate 151. Translate whatstudents dont know 152. Write new words on board 153. Ask students totranslate to check forunderstanding 154. DONT translate everything! 155. Circling withUpper Levels 156. Only circlenew or difficultstructures 157. If you circle everything,advanced students will get bored! 158. Demo 159. Circling Demo 160. Q&A 161. TextTextindividual work time 162. DirectionsUsing the Circling Template in handout1. 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. 163. Practice Rules teacher stands students respond dont correct the teacher no discussion 164. Group PracticeIn your groups, take turns using yourtemplate to practice circling.At first, read your script in order fromtop to bottom.When youre comfortable, tryrandomizing your questions usingthe thumb technique. 165. practice 166. break 167. PQA: PersonalizedQuestions & Answers 168. #2 KeyTPRSTechnique 169. Ask questions usingtarget phrases 170. Concentrate onbeing personal 171. Its like mingling at a party 172. Report to class 173. Circle info 174. Get more details 175. Report to class 176. Circle info 177. Repeat untilthere is a lull 178. Askanother student 179. Repeat process 180. Compare & contrast 181. Adding details 182. #3 KeyTPRSTechnique 183. 3 levels ofSpecificity 184. general specic 185. Try to go at least 3 levels deepwhen adding details 186. The story gets moreinteresting withmore specifics. 187. A boy wants a cat. 188. A boy from Chinawants a cat. 189. A boy from HongKong, China wants a cat. 190. Ming Jr. from the 3rdstreet Burger King in Hong Kong, Chinawants a cat. 191. TextTextpartner time 192. Lets make each of these more specific. car house animalviolinbook 193. Most interestingdetails involve anevent. 194. Lets explain the following:A boy has a ten-thousand-dollar bill.A girl has a bike that talks. 195. Teach to the Eyes! 196. #4 KeyTPRSTechnique 197. Teach STUDENTS notcurriculum. 198. Look in individualstudents eyes when teaching. 199. Hold studentsaccountable. 200. Always check for understanding. 201. How to start your year 202. Power PQA 203. Have studentswrite their first name BIG on the top of the paper. 204. Level 1 Have them drawwhat they like to do. 205. Level 2Have them drawwhat they are afraid of. 206. Level 3Have them drawwhat makes them unique. 207. Level 4 Have them drawwhat would they doif they had a million dollars. 208. Ask 2-3 students perday 209. 4-6 studentsper day on block 210. Spend approximately4 weeks on this activity 211. Slowly expandvocabulary base 212. Where & with whom 213. Months, seasons,& weather 214. Days, dates& time 215. any other logicalnext step 216. Demo 217. Power PQA Demo 218. llarrybu a yoca bu.. V oca 1 V 12 S2ttorry .. S o yiingad ng Re ad3.. Re33 Steps of TPRS 219. One week.Three steps. 220. If your classes meet every day or every other day onthe block, you will complete all 3 steps in one week. 221. If your classes meet everyday on the block and you complete 1 yearof instruction in a semester, you will complete all 3steps twice, each with adifferent story and set ofstructures. 222. Step 1:Vocabulary 223. The first step of TPRSis to establish the meaningof our structures. 224. Step 2: Story 225. The second step of TPRS is to create an oral story with your students. 226. Step 3:Reading 227. The third step of TPRS is to readwith your students. 228. break 229. TPRS in a Week 230. Monday 231. Monday Introduce vocabulary Background info about characters 232. 1.Introduce Vocabulary 233. 3 Structures 234. These are thestructures you want to practice 235. Basic,high-frequencywords 236. Always translatethese structures 237. Lesson Plan 3 Structures his mom wants him to do his homeworkhis mom wanted him to do his homework while 238. Establish Meaning 239. 3 ways toestablish meaning 240. 1. 3 target phrases 241. Include structure 242. Target Language inone color 243. English in another 244. Students copy list 245. 2. TPR & Gestures 246. Model 247. Delay modeling 248. Stop modeling 249. Vary groups 250. Novel commands 251. Assess 252. 3. PQA 253. Q&A 254. Text 2. Story:Background Info 255. Ask, dont tell a story 256. Heart of the lesson 257. Dont rush this step 258. Actors dramatizethe story 259. Meat ofMondays lesson:at least 30 minutes 260. Class Procedures 261. Students mustrespond to eachstatement/question 262. OoohhOh, no, oh, noexpression 263. Choral Answer 264. Make it up! 265. Vary choral responses withindividual ones 266. Strong ResponseGreat! 267. Weak or NoResponse... 268. Students didntunderstand 269. Students werent engaged 270. Students werent focused onprocedure 271. Coach how toplay the game 272. Listen for cute or funny answers 273. Dont take the firstanswersolicit moreparticipation 274. How to Ask a Story: Background Info 275. Introduce main character 276. Get a student actor 277. What dont you knowabout main character? 278. Add details aboutcharacter by asking questions 279. Doesnt need to be relevant 280. Practice any word or structure 281. name 282. age 283. location 284. description 285. interests & friends 286. Verify details with actors in present tense 287. Verify details with classin past tense 288. Lesson Plan Main Character Background InfoWhat dont I know about the character? Class, there is a boy.Whats the boys name? How old is the boy? Where does he live?What does he look like?What does he do? 289. Add parallel character 290. Purpose of parallel characteris to compare & contrast with main character 291. Get another student actor 292. What dont you knowabout parallel character? 293. Verify details with actors in present tense 294. Verify details with classin past tense 295. compare & contrast 296. Lesson PlanParallel Character Background InfoWhat dont I know about the character? Class, there is a girl. Whats the girls name? How old is the girl?Where does she live? What does she look like? What does she do?Compare & contrast with main character. 297. work time 298. 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 Mondays lesson based on these characters. 299. 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 studentactoradd details about him/her by asking questions.Verify details with actor (present tense) and audience(past tense)Add details about where he/she was3 levels ofspecificity: state, city, location. 300. 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 studentactoradd details about him/her by asking questions.Verify details with actor (present tense) and audience(past tense)Add details about where he/she was3 levels ofspecificity: state, city, location. 301. practice 302. Q&A 303. break 304. Tuesday 305. Tuesday Review character info Introduce problem Attempt to solve the problem Solve the problem 306. Review main characterinfo from yesterday 307. Circle it all againyou can go a little fasterits review 308. 2. Story3 Acts 309. Meat of Tuesdays lesson:at least 30 minutes 310. Asking a ASK dont tell a story actors dramatize the storyStory start with a statement 3 locations PERSONALIZEHow to Ask a Story:3 Acts 311. Read or Write Story 312. Look for variables that can be expanded andchanged 313. Script surprise details 314. Lesson PlanStoryline with VariablesThere was a boy who didnt like to do his homework. Hismom wanted him to do his homework. His mom took him to the library to do his homework. Itwas too quiet in the library and the boy fell asleep.His mom sent him to a tutor. The tutor was AngelinaJolie. The boy fell in love with Angelina and did anything she said. Angelina told him to do hishomework. He did. Mom was happy. 315. Start with astatement 316. Circle statement 317. Add details:3 levels of specificity 318. Circle each new detailbefore addingnext one 319. 3 Locations 3 Acts 320. Location 1:Introduce the problem 321. Every story has aproblem 322. Lesson Plan Problemhe doesnt do his homework 323. Oh, no! Oh, no, class!The boy had a problem. 324. Script out your questionsrelating to the introduction of the problem 325. Use dialogue 326. Tell the class whatthe characters say 327. Then have thecharacters say it 328. Remember to verify details with actor in present andclass in past tense 329. Lesson PlanScript out story pertaining to location 1There was a boy who didnt like to do his homework. Hismom wanted him to do his homework. 330. work time 331. 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. 332. 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. 333. practice 334. Location 2:Unsuccessful attempt to resolve problem 335. Have main charactergo somewhere toattempt to solve problem 336. Script out your questionsrelating to the attempt tosolve the problem 337. Use dialogue 338. Tell the class whatthe characters say 339. Then have thecharacters say it 340. Remember to verify details with actor in present andclass in past tense 341. 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. 342. work time 343. Story Practice Script out act 2 of your lesson.Remember to identify possible variables in the storyline. 344. 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. 345. Location 3:Resolve the problem 346. Have main charactergo somewhere tofinally solve problem 347. Script out your questionsrelating to problem solution 348. Use dialogue 349. Tell the class whatthe characters say 350. Then have thecharacters say it 351. Remember to verify details with actor in present andclass in past tense 352. Lesson Plan Script out story regarding location 3His mom sent him to a tutor. The tutor was AngelinaJolie. The boy fell in love with Angelina and did anything she said. Angelina told him to do hishomework. He did. Mom was happy. 353. work time 354. Story Practice Script out act 3 of your lesson.Remember to identify possible variables in the storyline. 355. 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. 356. practice 357. Recycle the Story 358. At any point, stop, goback, and review thestory. 359. Re-circle therecycled parts. 360. Continue story whenyou get back to where you left off. 361. Story Retells 362. Have studentsfrequently retell storyto their partners... 363. After a particularscene. 364. After the story ends. 365. Have superstar retell story to class. 366. Demo 367. Student-Retell Demo 368. Q&A 369. break 370. Wednesday 371. Wednesday Add background info to reading Add a student as a parallel character Compare & contrast character & student 372. Meat ofWednesdays lesson: at least 30 minutes 373. Develop main characterfrom extended reading 374. Using questioning, developthe main character 375. What dont you know about them? 376. Circle each newdetail 377. The details students come up with maycontradict the detailswhen the class readsthe story 378. Choose a studentto be the parallel character 379. As you add detailsto the main character, compare & contrastwith student 380. Be sure to circle as youcompare & contrast 381. Q&A 382. Thursday 383. Thursday Read extended reading Translate extended reading Discuss extended reading 384. Text3. Reading 385. TextReading is powerful. 386. 70%language ability 387. How to readthe TPRS way 388. Meat ofThursdays lesson:at least 30 minutes 389. Step 1: Teacher readsa sentence or chunk. 390. Step 2: Class chorally translatessentence or chunk. 391. Translateone paragraphat a time. 392. Step 3:Ask the facts of thetranslated paragraph. 393. Facts cant change. 394. Students answer chorally. 395. Pop-Up Grammar 396. Highlight in reading BEFORE class. 397. Focus on the MEANING. 398. Pop-up often and frequently. 399. Compare & contrast. 400. Scafflold yourquestions. 401. Hold your superstars accountable. 402. Goal is to acquire over time,not immediately. 403. Reading Variation 404. Read intarget language. 405. Translate onlyunknown words. 406. Ask questions inEnglish. 407. Reserve for moreadvanced levels. 408. Demo 409. Reading Demo 410. Q&A 411. Friday 412. Friday Read novel or do story strip 413. Read novel 414. Follow samereading stepsas extended reading 415. Teacher reads 416. Students translatechorally 417. Discuss reading byasking comprehensionquestions 418. Add details to the readingthrough questioning. 419. Students give unusual & unexpected answers. 420. Choose best answer. 421. Add details from studentsculture. 422. Create a parallel story using a student as the main character. 423. This is a similar story but with details about the student. 424. Dramatize 1 or 2 pivotal scenes 425. Use studentactors & props. 426. Q&A 427. Story Strip 428. Use a comic stripto ask a story 429. Great review of weeks words and structures 430. Use same story techniquesas asking a story with actors 431. Demo 432. Story-Strip DemoDemo 433. Q&A 434. Enrichment Activities 435. Talk about weekend 436. Have students write 3activities they didover the weekend inthe target language 437. Dont allow boring answers 438. Let them lie 439. Coach how toplay the game 440. Use PQA skill to getdetails 441. Kindergarten Day 442. Choose a childrensbook appropriate tostudents level 443. Set up likeelementary school 444. Read the book infant style 445. Use circle skill toincreasecomprehensible input 446. Allow students tobring in snacks or stuffed animals 447. Make it fun! 448. Demo 449. Kindergarten Day DemoDemo 450. Songs 451. Choose a songappropriate tostudents level 452. Choosechildrens songs,popular music, or learning songs 453. Introduce song withcloze activity 454. song cloze activity 455. Copy lyrics forstudents with some words missing 456. Have students tryto fill in the words as they listen tothe song 457. Sing and dance to songs daily 458. Sing & dance to song 459. Create gestures or adance for the weeks song 460. Have students sing & gesture/dance to practice song 461. Demo 462. Song & Dance Demo 463. End the week with asong competition 464. Song competition 465. Divide the class into two teams 466. Have them compete on who sings theloudest 467. Alternate line by lineor stanza by stanza 468. Change out songsevery 2 to 3 weeks 469. Free voluntary reading 470. Create a reading library in your classroom 471. Give students time to read any book,magazine, ornewspaper in thetarget language theychoose 472. Model good readinghabits 473. Hold studentsaccountable with a reading log 474. Timed-writing 475. Goal:write 100-word storyin the target language in 5 minutes 476. Start at 10 minutes 477. Decrease time when class average hits 100 words 478. Keep track of word count but not forgrade 479. Grade 2 per quarterbased on quality of writing 480. Absolutely the BESTway to assess truewriting ability! 481. Q&A 482. break 483. AboutTHow to P RAssessment & S 484. AssessmentsandGrading 485. Academic Grade 486. Base grades on proficiency levelsrather than numberof assignmentsturned in 487. Beginner 488. Novice 489. Intermediate 490. Proficient 491. Advanced 492. Use skills rather thanproducts to assess students 493. Assess students on skills 494. Grading Categories 495. Culture10% 496. ListeningComprehension15% 497. ReadingComprehension15% 498. Writing30% 499. Speaking30% 500. 50-60% of gradeshould be dedicatedto speaking and writing 501. 20-30% of gradeshould be dedicated to listening andreading 502. Only 3 assessmentsper gradingcategory per quarter 503. 2 formative assessments in the form of quizzes prior tothe quarter/semester exam 504. 1 summative assessment asa section of the quarter/semester exam 505. Each section is evaluated and recorded in grade book SEPARATELY 506. Culture Assessments10-20 multiple-choice or true/falsequestions based on culture studied 507. Culture Ideas 508. Holidays & festivals 509. Food 510. Capitals andmajor cities 511. Currency 512. Interesting facts from variousplaces(think really strange or different) 513. Try to include things from allof the countries/regions thatspeak your language 514. Listening & ReadingAssessments 515. Story-based 516. Listening or reading prompt is astory in the target language 517. 10-20 content-based,multiple-choice or true/falsequestions IN ENGLISH!!! 518. Picture-based 519. Listening or readingprompts are sentences based off of pictures 520. Students choose the picturethat best fits with the sentence 521. Drawing-based 522. Listening or reading prompts are steps to draw a picture 523. Students draw what theyread or are told 524. Writing Assessments 525. FormativeAssessments(quizzes) 526. Choose at random atleast 2 of your students weekly timed-writings 527. SummativeAssessments(quarter/semester exams) 528. Students write a minimum of a 100-words story 529. Story is based either on vocabulary (given inEnglish), structure (implicitly stated), or pictures 530. Assessing writing 531. Assess solely oncomprehensibility andcomplexity 532. Level 1 kindergarten/1st grade = B 533. Level 2 2nd grade = B 534. Level 3 3rd grade = B 535. Level 4/AP 4th grade = B 536. Increase or decrease grade based onabove standards 537. Speaking Assessments 538. FormativeAssessments(quizzes) 539. Students form groups of 4 or 6 depending on class size 540. Students create story and draw it out in boxes (1 box per student in group) 541. LIMIT STORY CREATION/DRAWING TIME TO 7-10 MINUTES!!!! 542. Have groups tell their storyto the classeach studentis responsible for 1 box 543. SummativeAssessments(quarter/semester exams) 544. Students are given apicture story to look at 545. 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) 546. Students get twice as much time to look at the picture to gather their thoughts 547. Assessing Speaking 548. Assess solely oncomprehensibility andcomplexity 549. Assess studentsindividually, not based on the group 550. Participation/effort is not a grade!Do not grade on behavior. 551. No more than1 assessment per week (sometimes 2) 552. Dont assess writing or speaking during1st quarter of level 1 553. All quizzes areUNANNOUNCED Goal is 80% of studentsearning 80% or betterifnot, reteach and reassess 554. Q&A 555. Participation 556. Students start with 70 participationpoints per quarter 557. Students earnparticipation points(1 at a time) by... 558. Speaking in target language 559. Answering questions 560. Acting in stories 561. Writing over 100 words ona timed writing orimproving their word countover the previous week 562. Anything else that leads towardslanguage acquisition 563. Students loseparticipation points(5 at a time) by... 564. Speaking in English 565. Hall/bathroom passes 566. Absences 567. Tardies 568. Behavior issues 569. Anything that detracts fromlanguage acquisition 570. Students may makeup participation points(5 at a time) by... 571. Writing a 100-word story in the target languageusing 10 currentvocabulary at least twice 572. During 1st quarter only oflevel 1: students can write10 current vocabulary 3times each both in English and target language 573. Participation Grade = Citizenship Grade 574. 90-100 pts = Outstanding 575. 80-89 pts = Satisfactory 576. 60-79 pts = NeedsImprovement 577. 0-59 pts = Unsatisfactory 578. Q&A 579. Q&A 580. Q&A 581. A different kind of professional development. workshops webinars webinars on demand webverstiy coaching consultingScott Benedict scott@teachforjune.comcopyright 2011 teachforjune.comteachforjune.com 582. Curriculum Mapbackwards planProficiency 583. High-frequencyvocabulary,structures, andculture 584. Divide by 4and determinewhen to teachwhat 585. Divide in half and write semester exams 586. Divide in half againand write 1st & 3rdquarter exams 587. Break your quarters into weekly lessonsteaching 3-6 phrasesper week 588. Write your quizzes for each lesson 589. Write your stories(weekly lessons) 590. Q&A 591. A different kind of professional development. workshops webinars webinars on demand webverstiy coaching consultingScott Benedict scott@teachforjune.comcopyright 2011 teachforjune.comteachforjune.com