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

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