tprs® beginning workshop 2012-detroit

A different kind of professional development.™

Scott [email protected]

teachforjune.com

Story-basedImmersion

copyright © 2012 teachforjune.com

2012

TPRS®

mailto:[email protected]


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.

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.

October 1, 2001Monday

Emergency Permit

Observe

October 2, 2001Tuesday

No sub

2:45 PMWhew!

But wait...

OPEN HOUSE!!!

What was that?

OH NO!

Taught

Change

Text

I’mBlaineRay!

TPRS®

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

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.


Gra

mm

ar

Do

n’t S

helte

r

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.


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!

Circling Demo

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

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.

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.

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.


what they are afraid of.


what makes them unique.


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”

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

Delay modeling

Stop modeling

Vary groups

Novel commands

Assess

3. PQA

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

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


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



Step 4You will attempt to solve the problem unsuccessfully.


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.


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


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



Step 5You will solve the problem.


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.


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.

Student-Retell Demo

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

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.

Reading Demo

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.

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

Story-Strip Demo

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!

“Kindergarten Day” Demo

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

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!

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

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

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.



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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)



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