The BIG Picture

• Tragic accident occurs…

• What would you teach??• Would you know what to do?• How would you determine what to

teach?• Level 1? • Level 2?• Level 3?

YOU are the expert…NOT the textbook companies.

61 words!!

A - Communication: Interpersonal Mode• Exchange simple spoken and written information in the

target language (GPS) (MLL1_A2009-1)• Conduct brief oral and written exchanges in the target

language (GPS) (MLL1_A2009-2)B - Communication: Interpretive Mode• Demonstrate understanding of simple spoken and written

language presented through a variety of media in the target language, based on a variety of topics (GPS) (MLL1_B2009-3)

• Interpret verbal and nonverbal cues to understand simple spoken and written messages in the target language (GPS) (MLL1_B2009-4)

How to figure out what to teach??

If you have the freedom to do what you want…• Use pre-existing TPRS materialsBlaine Ray Workshops, materials, handouts.TPRS Publishing (Carol Gaab) Workshops, materials, free downloads, TPRS map.Sabine und Michael German materials by Michael Miller.TPRStories.com Forms, workshops, TPRS materials, IJFLT subscription, and Fluency Fast classes.Jason Fritze Reading Resources.Goodteachingstuff.com A complete list of TPRS Materials and a 7th grade Spanish program.Scott Benedict’s blog, Proficiency-Based Grading system, posters, and rubrics.Bethskelton.com Excellent TPRS materials for ESL, coaching, workshops.Waltmania.com Complete lesson plans for middle school Spanish.Ben Slavic Ben’s TPRS books and helpful materials.Pat Verano in Argentina offers TPRS lessons and lots of music, too.

Or…• Pick a novel, short story or video and

backward design. Partly Cloudyverbs nouns adjectives other

portare--carry infans--baby, child

laetus--happy et--and

deponere--put down

avis--bird tristis--sad sed--but

volare--fly nubes--cloud

periculosus--dangerous

euge!--yippee

pulsare--hit, punch

facies--face iratus--angry eheu!--oh no!

demonstrare--show

mater--mother

magnus--large minime--no

habere--have pater--father parvus--small certe--yes

ridet--smiles/laughs

iterum--again

What if…• You have to teach from the textbook?

•Cognates•Low-frequency

words•High frequency

words•TPRable words

VERBS NOUNS ADJECTIVES OTHER

to feel a sick person poor in good health

to have a headache

a doctor Ouch! That hurts!

to breath

to suffer

to sneeze

TPR WORDSstomach eyes to open

head runny nose to have a fever

ears scratchy throat

throat itchy eyes

– TPR (gestures)– Ask a story (TPRS)– Type up that story

and read it– One Word Picture– Circling questions– Read and Discuss

– Read and Draw– Word Chunk– Dictation– Popcorn Reading– Reader’s Theater– Choral Reading

•Teach 4 vocabulary structures at a time.•Use your CI toolbox:

Or…

• If you are lucky to have a textbook with good readings…do the same thing with those readings.

• Backward Design from the Common Assessment you must give.

Chapter Schedule (10 days)

Day 1• Dictation• Choral Reading/Translation (in

order to establish meaning)Days 2-3• TPR/TPRS (in order to introduce

any new vocabulary or structures)

Chapter Schedule (10 days)

Day 4• choral reading/translation of

Embedded Reading #1• Pop-up grammar in English• Post Reading Activity – Readers

Theater, Read and Draw, etc

Chapter Schedule (10 days)

Day 5• Activity – Word Chunk Game,

Telephone Relay, etc

Chapter Schedule (10 days)

Day 6• introduce culture• Read embedded reading #2• Post Reading Activity – Read and

Draw, Read and Discuss, etc• Timed Write

Chapter Schedule (10 days)

Day 7

LANGUAGE LAB DAY

Day 8• Popcorn Reading of the original

reading

Chapter Schedule (10 days)

Day 9• Vocabulary quiz• Review for the test

Day 10

Test

CI Unit PlanningBob Patrick, Lauren Watson, Keith Toda

Start with the end

1. Is there a reading (story, culture discussion, essay, letter, newspaper article, video clip)?

2. Identify core vocab and structures.

Establish Meaning

4 new words

● word and English on board/wall● point and pause● SLOW

Circle while doing anything from your CI Trunk● asking PQA● asking a story● telling a story● working with one word pictures● reading chorally, read and draw,

read and discuss● doing readers theater or acting

Circle

Any time, during any activitiy, when it is clear that students are not clear about the meaning of a word or structure, circle it.

Our only job is to deliver understandable messages in the target language.

A possible unit progression

(Dictatio) Pop Corn ReadingAsk/tell a story Word Chunk GameOne Word Picture (Dictatio)Reader’s theater Timed WriteRead and Draw AssessmentRead and Discuss

CI AssessmentsBob Patrick

Any CI activity can be an assessment

Daily Engagement AssessmentPass out of classDictatioWhat is false?

What is false/

A quiz over Mary Had A Little Lamb● Mary had a huge lamb.● Its fleece was white as ice cream.● Everywhere that Mary slept, the lamb was

sure to go.● It pitched a fit at school one day.● The custodians were all amazed.

Summative Assessments

All assessments should look like how we teach and how students have learned.● Focus on Comprehension● Four-fold test:

o comprehension based on stories/videos, et al 70%o grammar in context of comprehension 10%o culture connected to comprehension 10%o Other? based on current vocabulary 10%

Assessments

Constantly ask: does this assessment look like how I have been teaching, how they have been learning?Production: only to the degree to which they are ready

Failure and Success

Use every failure as an opportunity to learn.80% ruleRe-work, re-test, re-post in the gradebook.Make use of student tutors