1. TPRS Story-basedA different kind of professional development.ImmersionScott Benedict2012 scott@teachforjune.comcopyright 2012 teachforjune.comteachforjune.com

2. Thank you,Hartford! 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 many people have tried or are usingTPRS in their classroom? 6. How many of you haveattended a TPRS Workshop before? 7. How many of you have attended more than 1TPRS Workshop before? 8. How confident are youthat your students canspeak spontaneously for30 seconds in the target language at the end of the year? 9. Or that your students could write a 100-wordstory in 5 minutes or less? 10. 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 11. Insanity is doing thesame thing over and over again andexpecting differentresults. Albert Einstein 12. Yet, this is exactly what 1000s ofworld-language teachers doeveryday and havedone for years. 13. If we truly want our students to be able tospeak and write at anylevel, we must change the way we teach.Period. 14. TPRS is one such changethat has given world-language teachers across the globe undeniable results:students who could speak and write the language. 15. October 1, 2001 Monday 16. Emergency Permit 17. Observe 18. October 2, 2001 Tuesday 19. No sub 20. Teach 21. What? 22. 2:45 PMWhew! 23. But wait... 24. OPEN HOUSE!!! 25. What was that? 26. OH NO! 27. Taught 28. Change 29. ImBlaine Ray! Text 30. TPRS 31. Happy 32. Write 33. Speak 34. I love TPRSbecause it works.My students are betterspeakers & writers and Im a better teacher. 35. AboutTHow to P RAssessment & S 36. AboutTHow to P RAssessment & S 37. What isTPRS? 38. TPRS stands forTeaching Proficiency throughReading and Storytelling 39. TPRS is immersionthrough stories. 40. TPRS is a method of second-language teaching that uses highly-interactive stories toprovide comprehensibleinput and create an atmosphere of immersion inthe classroom. 41. Stephen Krashens Theoryof Second-language Acquisition. 42. 5 Main Hypotheses 5 Main Hypotheses 43. Acquisition-learning Hypothesis 44. Monitor Hypothesis 45. Natural Order Hypothesis 46. Input Hypothesis 47. Affective Filter Hypothesis 48. Learning Languagevs.Acquiring Language 49. Learning Language 50. Artificial 51. Memorization 52. Grammar Rules 53. Learning about languageis learning facts. 54. Acquiring Language 55. Natural 56. Comprehensible Input 57. Intuitive 58. Learning to speak alanguage is a motor skill. 59. Real-worldacquisitionvs.Classroomacquisition 60. 14,600 hours 61. 600 hours600 hours 62. Make every minuteCOUNT!!! 63. We teach for Mastery 64. teach Mastery by... 65. Focusing on Details 66. We add as manydetails as we can. 67. Each detail increases thechance that the students will remember. 68. NOT language 69. Practicing structure is the key to mastery. 70. 3 Keys to MasteryText 71. Text Key 1:Comprehensible 72. Use words students know 73. Write unknown words on theboard 74. Speak slowly 75. TextKey 2: Repetition 76. TextWe have 30 seconds torepeat something before it is forgotten. 77. Text People usually forget 90% ofwhat they learn in a class within30 days. 78. Text One could increase the lifespan of a memory simply byrepeating the information intimed intervals. 79. TextInformation is remembered bestwhen it is elaborate,meaningful, and contextual.Medina, John. Brain Rules. Sea4le: Pear Press, 2008. p. 100. 80. TextKey 3: Interesting 81. Students must pay attention in order to learn.Text 82. We dont pay attention to boring things. Text 83. TextThe unusual, the unpredictable, or the distinctive are powerful ways to harness attention. 84. Use propsText Use props 85. Q&A 86. Demo 87. ClassProcedures 88. When I make a statement,you will respond chorallyby saying,Ohhhhh! 89. When I ask a question andyou know the answer, youwill answer chorally in thetarget language. 90. If it is a yes answerthan say,Ja! 91. If its a no answersay, Nein! 92. If I ask a question wherethe answer hasnt beenestablished, make it up!But... 93. You must guess inGerman because it isa German story. 94. You can use propernouns. 95. When you guess,surprise me.If you dont surpriseme, I will surprise you. 96. Raise your hand ifyou dont understand TextOR Im going toofast!! 97. Wortschatzvocabulary 98. es gibt eine Mausthere is a mouseTextEs gibt eine Maus in dem Haus.There is a mouse in the house. 99. die Katze luftthe cat runs Die Katze luft schnell.The cat runs fast. 100. sieht anlooks atText Das Mdchen sieht etwas an.The girl looks at something. 101. schreitscreamsTextDie Frau schreit laut. The woman screams loud. 102. where? what? who?how? why?when?German how which? much? how many? 103. es gibt/gab eine Maus = there is/was a mousedie Katze luft/lief = the cat runs/ran sieht/sah an = s/he looks/looked atschreit/schrie = s/he screams/screamedich brauche = I needein Freiwilliger = a volunteer Wie heit/hie sie/er = What is/was her/his name sie/er heit/hie = her/his name is/was Wie alt ist/war sie/er? = How old is/was s/he?sie/er ist/war ___ Jahre alt? = s/he is/was ___ years oldgro = bigein bisschen = a little bit klein = small oder = orschn = prettysie/er sagt/sagte = s/he says/saidhlich = ugly weil = becausegut = good bist du? = are you? bse = bad Mutti- = mothersehr = veryVatti- = fathersie/er wohnt/wohnte= s/he lives/livednoch = another/stillsie wohnen/wohnten = they live/lived die Muschen=the little micesie/er hat/hatte = s/he has/had wir haben/hatten = we have/hadsie/er hat/hatte Hunger = s/he has/had hunger sie/er hat/hatte Angst = s/he has/had fear 104. Es gibt zwei Muschen und eineMuttimaus. Sie wohnen in einem sehrgroen Haus. Die zwei Muschenessen Kse gern. 105. Sie wollen jetzt Kse essen. Diese zweiMuschen sehen die Muttimaus an undschreien Mutti! Wir haben Hunger!Wir wollen Kse essen. Bitte bring unsein bisschen Kse! 106. Die Muttimaus sieht die zweiMuschen an und sagt ihnen Okaymeine Kinder. Ich will in der Kchenach Kse suchen. Aber in diesemMoment sehen die zwei Muschenetwas, das ihnen Angst macht. 107. Eine Katze kommt auf sie zu! Es isteine sehr groe Katze! Sie schreienMutti! Mutti! Es gibt eine sehr groeKatze in unserem Haus! Sie kommt aufuns zu! Wir haben sehr Angst! 108. Wenn die Muttimaus das Schreienihrer Kinder hrt, luft die Muttimausauf die Katze zu und schreit WauWau! Wenn die Katze den Schrei derMuttimaus auf Hund hrt, dreht dieKatze sich um und luft sehr schnellvon dem Haus weg. 109. Wie gut, dass die Muttimauszweisprachig ist! An diesem Tag lernendie zwei Muschen, dass es sehrwichtig ist, mehr als eine Sprache zusprechen. 110. Q&A 111. AboutTHow to P RAssessment & S 112. Key Concept 113. 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 114. 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 115. Q&A 116. 4 BasicTPRS Skills Text 117. brought thatthe heart of TPRS As the year meet with y already knoCircling 118. #1Key Technique 119. The art of askingrepetitive questions 120. Start with a statementStatement should include structure 121. Ask yes/no questionwhere answer is YES Repeat answer: yes, ... 122. Ask either/or questionRepeat answer: thats correct, ... 123. Ask yes/no questionwhere answer is NORepeat answer: no, ... Restate correct statement 124. Ask question-wordquestionRepeat answer: Yes, ...These are more difficulttarget superstar until class is ready 125. Get a new detailand repeatAsk 3-4 questions and then get new detail. 126. Circle the subject,object, AND verb! 127. Randomize questions! 128. Comprehension Checks 129. Check forunderstanding FREQUENTLY 130. Ask class as well asindividuals 131. Comprehension checks are in ENGLISH 132. What did I just say? 133. What did I ask? 134. What does __ mean? 135. Circling withUpper Levels 136. Only circlenew or difficultstructures 137. If you circle everything,advanced students will get bored! 138. Demo 139. Circling Demo 140. Q&A 141. Work Time 142. 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. 143. 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. 144. CirclingPractice 145. PQA: PersonalizedQuestions & Answers 146. #2 Key Technique 147. Ask questions usingtarget phrases 148. Concentrate onbeing personal 149. Its like mingling at a party 150. Report to class 151. Circle info 152. Get more details 153. Report to class 154. Circle info 155. Repeat untilthere is a lull 156. Askanother student 157. Repeat process 158. Compare & contrast 159. Q&A 160. Adding details 161. #3 Key Technique 162. 3 levels ofSpecificity 163. general specic 164. Try to go at least 3 levels deepwhen adding details 165. The story gets moreinteresting withmore specifics. 166. A boy wants a cat.A boy wants a cat. 167. A boy from ChinaA boy from Chinawants a cat. wants a cat. 168. A boy from HongA boy from HongKong, China wants aKong, China wants acat.cat. 169. Ming Jr. from the 3rdMing Jr. from the 3rdstreet Burger King instreet Burger King in Hong Kong, China Hong Kong, Chinawants a cat.wants a cat. 170. Q&A 171. Getting DetailsPractice 172. In pairs, you will practice getting details one sentence at a time.Remember to circle between details and to repeat the answers foradditonal repetitions.We will practice with each sentence for 2 minutes. 173. Step 1 Start with a sentence Elena was a girl.Talk to the class in past tense. Ask Elena: Are you a girl?Yes, I am a girl.Yes, you are a girl. Class, was Elena a girl? 174. Step 2Add a location You now have two sentences Elena was a girl. She was in Arizona.Talk to the class in the past.Talk to your actor in the present.Verify the details and then talk to the class Elena, are you in Arizona? etcClass, was Elena in Arizona? etc 175. Step 3Add a more specific location Now you have 3 sentencesElena was a girl.She was in Arizona.She was in Happy Valley, Arizona. 176. Step 4Add an even more specific location Elena was a girl. She was in Arizona.She was in Happy Valley, AZ.She was in Panda Express. 177. Step 5 Add a parallel character Compare and contrast both charactersElena was a girl in Happy Valley, AZ atPanda Express.Susie was a girl in Blaine, MN at Starbucks. Compre and contrast the two charactersVerify the details with your student actors. 178. Teach to the Eyes! 179. #4 Key Technique 180. Teach STUDENTS notcurriculum. 181. Look in individualstudents eyes when teaching. 182. Hold studentsaccountable. 183. Always check for understanding. 184. Q&A 185. llarrybu a yoca bu.. V oca 1 V 12 S2ttorry .. S o yiingad ng Re ad3.. Re33 Steps of TPRS 186. One week.Three steps. 187. If your classes meet every day or every other day onthe block, you will complete all 3 steps in one week. 188. 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. 189. Step 1:Vocabulary 190. The first step of TPRSis to establish the meaningof our structures. 191. Step 2: Story 192. The second step of TPRS is to create an oral story with your students. 193. Step 3:Reading 194. The third step of TPRS is to readwith your students. 195. TPRS in a Week 196. Monday 197. MondayTPRS Step 1 Introduce vocabularyTPRS Step 2 Background info about characters 198. Work Time 199. Choose 1 structure that youll have to teach this year. It can be from anylevel. Write it down in thetarget language. 200. Step 1Introduce Vocabulary 201. 3 Structures 202. These are thestructures you want to practice 203. Basic,high-frequencywords 204. Text 205. Always translatethese structures 206. Lesson Plan 3 Structures his mom wants him to do his homeworkhis mom wanted him to do his homework while 207. Establish MeaningEstablish Meaning 208. 3 ways toestablish meaning 209. 1. 3 target phrases 210. Include structure 211. Target Language inone color 212. English in another 213. Students copy list 214. 2. TPR & Gestures 215. Model 216. Delay modeling 217. Stop modeling 218. Vary groups 219. Novel commands 220. Assess 221. 3. PQA 222. Q&A 223. Text Step 2Story: Background Info 224. Ask, dont tell a story 225. Heart of the lesson 226. Dont rush this step 227. There are 5 parts to a story 228. Introducingthe main character 229. Introducing theparallel character 230. Setting up the problem 231. Attempting to solvethe problem 232. Finally solving the problem 233. Actors dramatizethe story 234. When addingdetails... 235. AlmostTechnique 236. Its obvious!Technique 237. Its ridiculous Technique 238. Meat ofMondays lesson:at least 30 minutes 239. Class Procedures 240. Students mustrespond to eachstatement/question 241. OoohhOh, no, oh, noexpression 242. Choral Answer 243. Make it up! 244. Vary choral responses withindividual ones 245. Strong ResponseGreat! 246. Weak or NoResponse... 247. Students didntunderstand 248. Students werent engaged 249. Students werent focused onprocedure 250. Coach how toplay the game 251. Listen for cute or funny answers 252. Dont take the firstanswersolicit moreparticipation 253. How to Ask a Story: Background Info 254. Introduce main character 255. Get a student actor 256. What dont you knowabout main character? 257. Add details aboutcharacter by asking questions 258. Doesnt need to be relevant 259. Practice any word or structure 260. Verify details with actors in present tense 261. Verify details with classin past tense 262. 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? 263. Work Time 264. You will have approximately5 minutes to plan out your main character. Youll then work inpairs introducing your maincharacters. Each person in yourgroup will teach for approximately 7 minutes. 265. Decide whether you will get your details from interviewing your actor or from theaudience. Things youll want to consider as you develop your character: name, age, description, where they live.Remember to verify details with the actor in present tense and the audience in past. 266. Background Info Practice 267. Add parallel character 268. Purpose of parallel character is tocompare & contrastwith main character 269. Get another student actor 270. What dont you knowabout parallel character? 271. Verify details with actors in present tense 272. Verify details with classin past tense 273. compare & contrast 274. 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. 275. Work Time 276. You will have approximately5 minutes to plan out your parellel character. Youll then work inpairs introducing your parallel characters and comparing and contrasting them with your maincharacter. Each person in yourgroup will teach forapproximately 7 minutes. 277. Decide whether you will get your details from interviewing your actor or from theaudience. Things youll want to consider as you develop your character: name, age, description, where they live.Remember to verify details with the actor in present tense and the audience in past.Remeber also to compare & contrast with main character. 278. Parallel CharacterPractice 279. Q&A 280. Tuesday 281. TuesdayStep 2 (continued) Review character info Introduce problem Attempt to solve the problem Solve the problem 282. Review main characterinfo from yesterday 283. Circle it all againyou can go a little fasterits review 284. Step 2Story: 3 Acts 285. Meat of Tuesdays lesson:at least 30 minutes 286. How to Ask a Story:3 Acts 287. Read or Write Story 288. Look for variables that can be expanded andchanged 289. Script surprise details 290. Lesson Plan Storyline 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.While he was in the library, it was too quiet in the libraryand 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. 291. Start with astatement 292. Circle statement 293. Add details:3 levels of specificity 294. Circle each new detailbefore addingnext one 295. 3 Locations 3 Acts 296. Location 1=Act 1:Introduce the problem 297. Every story has aproblem 298. Lesson Plan Problemhe doesnt do his homework 299. Oh, no! Oh, no, class!The boy had a problem. 300. Script out your questionsrelating to the introduction of the problem 301. Use dialogue 302. Tell the class whatthe characters say 303. Then have thecharacters say it 304. Remember to verify details with actor in present andclass in past tense 305. Lesson PlanPlan out Act 1 in first locationThere was a boy who didnt like to do his homework. Hismom wanted him to do his homework. 306. Work Time 307. You have 5 minutes toplan out act 1:the introduction of theproblem 308. In pairs, practice developing act 1 of yourstory. Remember to circle, verify details, and usedialogue.You will have 7 minutes toteach. 309. Act 1Practice 310. Location 2=Act 2:Unsuccessful attempt to resolve problem 311. Have main charactergo somewhere toattempt to solve problem 312. Plan out Act 2 of your story: the attempt to solve the problem 313. Use dialogue 314. Remember to verify details with actor in present andclass in past tense 315. Lesson PlanPlan out Act 2 in second locationHis mom took him to the library to do his homework. It was too quiet in the library and the boy fell asleep. 316. Work Time 317. You have 5 minutes to plan out act 2:the attempt to solve theproblem 318. In pairs, practice developing act 2 of yourstory. Remember to circle, verify details, and usedialogue.You will have 7 minutes toteach. 319. Act 2Practice 320. Location 3=Act 3:Resolve the problem 321. Have main charactergo somewhere tofinally solve problem 322. Plan out Act 3 of your story:the solution to the problem 323. Use dialogue 324. Remember to verify details with actor in present andclass in past tense 325. Lesson Plan Plan out Act 3 in third locationHis 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. 326. Work Time 327. You have 5 minutes toplan out act 3:the solution of the problem 328. In pairs, practice developing act 3 of yourstory. Remember to circle, verify details, and usedialogue.You will have 7 minutes toteach. 329. Act 3Practice 330. Recycle the Story 331. At any point, stop, goback, and review thestory. 332. Re-circle therecycled parts. 333. Continue story whenyou get back to where you left off. 334. Story Retells 335. Have studentsfrequently retell storyto their partners... 336. After a particularscene. 337. After the story ends. 338. Have superstar retell story to class. 339. Students work in pairs andtalk at the same time overeach other for 30 seconds. 340. Demo 341. Student-Retell Demo 342. Q&A 343. Wednesday 344. Wednesday Add background info to reading Add a student as a parallel character Compare & contrast character & student 345. Meat ofWednesdays lesson: at least 30 minutes 346. Develop main characterfrom extended reading 347. Using questioning, developthe main character 348. What facts are in the story? 349. What dont you know about them? 350. Circle each newdetail 351. Choose a studentto be the parallel character 352. As you add detailsto the main character, compare & contrastwith student 353. Be sure to circle as youcompare & contrast 354. Q&A 355. Thursday 356. Thursday Read extended reading Translate extended reading Discuss extended reading 357. Text3. Reading 358. TextReading is powerful. 359. 70%language ability 360. How to readthe TPRS way 361. Meat ofThursdays lesson:at least 30 minutes 362. Step 1: Teacher readsa sentence or chunk. 363. Step 2: Class chorally translatessentence or chunk. 364. Translateone paragraphat a time. 365. Step 3: Ask the facts of the translated paragraphin the target language. 366. Facts cant change. 367. Students answer chorally. 368. Pop-Up Grammar 369. Highlight in reading BEFORE class. 370. Focus on the MEANING. 371. Pop-up often and frequently. 372. Compare & contrast. 373. Scafflold yourquestions. 374. Hold your superstars accountable. 375. Goal is to acquire over time,not immediately. 376. Reading Variation 377. Read intarget language. 378. Translate onlyunknown words. 379. Ask questions inEnglish. 380. Reserve for moreadvanced levels. 381. Demo 382. Reading Demo 383. Q&A 384. Friday 385. Friday Read novel or do story strip 386. Read novel 387. Follow samereading stepsas extended reading 388. Teacher reads 389. Students translatechorally 390. Discuss reading byasking comprehensionquestions in targetlanguage 391. Add details to the readingthrough questioning. 392. Students give unusual & unexpected answers. 393. Choose best answer. 394. Add details from studentsculture. 395. Create a parallel story using a student as the main character. 396. This is a similar story but with details about the student. 397. Dramatize 1 or 2 pivotal scenes 398. Use studentactors & props. 399. Q&A 400. Story Strip 401. Use a comic stripto ask a story 402. Great review of weeks words and structures 403. Use same story techniquesas asking a story with actors 404. Demo 405. Story-Strip Demo 406. Q&A 407. Enrichment Activities 408. Talk about weekend 409. Have students write 3activities they didover the weekend inthe target language 410. Dont allow boring answers 411. Let them lie 412. Coach how toplay the game 413. Use PQA skill to getdetails 414. Kindergarten Day 415. Choose a childrensbook appropriate tostudents level 416. Set up likeelementary school 417. Read the book infant style 418. Use circle skill toincreasecomprehensible input 419. Allow students tobring in snacks or stuffed animals 420. Make it fun! 421. Demo 422. Kindergarten Day Demo 423. Songs 424. Choose a songappropriate tostudents level 425. Choosechildrens songs,popular music, or learning songs 426. Introduce song withcloze activity 427. Song Cloze Activity 428. Copy lyrics forstudents with some words missing 429. Have students tryto fill in the words as they listen tothe song 430. Sing & dance to songs daily 431. Create gestures or adance for the weeks song 432. Have students sing & gesture/dance to practice song 433. Demo 434. Song & Dance Demo 435. End the week with a song competition 436. Divide the class into two teams 437. Have them compete on who sings theloudest 438. Alternate line by lineor stanza by stanza 439. Change out songsevery 2 to 3 weeks 440. Free voluntary reading 441. Create a reading library in your classroom 442. Give students time toread any book, magazine, ornewspaper theychoose in the target language 443. Model good readinghabits 444. Hold studentsaccountable with a reading log 445. Timed-writing 446. Goal:write 100-word storyin the target language in 5 minutes 447. Start at 10 minutes 448. Decrease time when class average hits 100 words 449. Keep track of word count but not forgrade 450. Grade 2 per quarterbased on quality of writing 451. Absolutely the BESTway to assess truewriting ability! 452. Q&A 453. Starting the year 454. Power PQA 455. Have studentswrite their first name BIG on the top of the paper. 456. Level 1 Have them drawwhat they like to do. 457. Level 2Have them drawwhat they are afraid of. 458. Level 3Have them drawwhat makes them unique. 459. Level 4 Have them drawwhat would they doif they had a million dollars. 460. Ask 2-3 students perday 461. 4-6 studentsper day on block 462. Spend approximately4 weeks on this activity 463. Slowly expandvocabulary base 464. Where & with whom 465. Months, seasons,& weather 466. Days, dates& time 467. any other logicalnext step 468. Demo 469. Power PQA Demo 470. AboutTHow to P RAssessment & S 471. AssessmentsandGrading 472. Academic Grade 473. Base grades on proficiency levelsrather than numberof assignmentsturned in 474. Beginner 475. Novice 476. Intermediate 477. Proficient 478. Advanced 479. Use skills rather thanproducts to assess students 480. Grading Categories 481. Culture10% 482. ListeningComprehension15% 483. ReadingComprehension15% 484. Writing30% 485. Speaking30% 486. 50-60% of gradeshould be dedicatedto speaking and writing 487. 20-30% of gradeshould be dedicated to listening andreading 488. Only 3 assessmentsper gradingcategory per quarter 489. 2 formative assessments in the form of quizzes prior tothe quarter/semester exam 490. 1 summative assessment asa section of the quarter/semester exam 491. Each section is evaluated and recorded in grade book SEPARATELY 492. Culture Assessments10-20 multiple-choice or true/falsequestions based on culture studied 493. Culture Ideas 494. Holidays & festivals 495. Food 496. Capitals andmajor cities 497. Currency 498. Interesting facts from variousplaces(think really strange or different) 499. Try to include things from all of the countries/regions that speak your language 500. Listening & ReadingAssessments 501. Story-based 502. Listening or reading prompt is astory in the target language 503. 10-20 content-based, multiple- choice or true/false questions IN ENGLISH!!! 504. Picture-based 505. Listening or readingprompts are sentences based off of pictures 506. Students choose the picturethat best fits with the sentence 507. Drawing-based 508. Listening or reading prompts are steps to draw a picture 509. Students draw what theyread or are told 510. Writing Assessments 511. FormativeAssessments(quizzes) 512. Choose at random atleast 2 of your students weekly timed-writings 513. SummativeAssessments(quarter/semester exams) 514. Students write a minimum of a 100-words story 515. Story is based either onvocabulary (given in English),structure (implicitly stated), or pictures 516. Assessing writing 517. Assess solely oncomprehensibility andcomplexity 518. Level 1 kindergarten/1st grade = B 519. Level 2 2nd grade = B 520. Level 3 3rd grade = B 521. Level 4/AP 4th grade = B 522. Increase or decrease grade based onabove standards 523. Speaking Assessments 524. FormativeAssessments(quizzes) 525. Students form groups of 4 or 6 depending on class size 526. Students create story and draw it out in boxes (1 box per student in group) 527. LIMIT STORY CREATION/DRAWING TIME TO 7-10 MINUTES!!!! 528. Have groups tell their storyto the classeach studentis responsible for 1 box 529. SummativeAssessments(quarter/semester exams) 530. Students are given apicture story to look at 531. 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) 532. Students get twice as much time to look at the picture to gather their thoughts 533. Assessing Speaking 534. Assess solely oncomprehensibility andcomplexity 535. Assess students individually, notbased on the group 536. Participation/effort is not a grade!Do not grade on behavior. 537. No more than1 assessment per week (sometimes 2) 538. Dont assess writing or speaking during1st quarter of level 1 539. All quizzes areUNANNOUNCED Goal is 80% of studentsearning 80% or betterifnot, reteach and reassess 540. Q&A 541. Participation 542. Students start with 70 participationpoints per quarter 543. Students earnparticipation points(1 at a time) by... 544. Speaking in target language 545. Answering questions 546. Acting in stories 547. Writing over 100 words ona timed writing orimproving their word countover the previous week 548. Anything else that leads towardslanguage acquisition 549. Students loseparticipation points(5 at a time) by... 550. Speaking in English 551. Hall/bathroom passes 552. Absences 553. Tardies 554. Behavior issues 555. Anything that detracts fromlanguage acquisition 556. Students may makeup participation points(5 at a time) by... 557. Writing a 100-word story in the target languageusing 10 currentvocabulary at least twice 558. 1st quarter only of level 1:Students can write 10 currentvocabulary 3 times eachboth in English and targetlanguage 559. Participation Grade = Citizenship Grade 560. 90-100 ptsOutstanding 561. 80-89 ptsSatisfactory 562. 60-79 ptsNeeds Improvement 563. 0-59 ptsUnsatisfactory 564. If your school doesnt have a citizenship grade, dont do participation or give as motivation awards. 565. Q&A 566. A different kind of professional development. workshops webinars webinars on demand webverstiy coaching consultingScott Benedict scott@teachforjune.comcopyright 2012 teachforjune.comteachforjune.com 567. Curriculum Mapbackwards planProficiency 568. High-frequencyvocabulary,structures, andculture 569. Divide by 4and determinewhen to teachwhat 570. Divide in half and write semester exams 571. Divide in half againand write 1st & 3rdquarter exams 572. Break your quarters into weekly lessonsteaching 3-6 phrasesper week 573. Write your quizzes for each lesson 574. Write your stories(weekly lessons) 575. Q&A 576. A different kind of professional development. workshops webinars webinars on demand webverstiy coaching consultingScott Benedict scott@teachforjune.comcopyright 2012 teachforjune.comteachforjune.com