Presentation on theme: "AP SPANISH LANGUAGE Preparing our students for challenging expectations in Spanish communication."— Presentation transcript:
AP SPANISH LANGUAGE Preparing our students for challenging expectations in Spanish communication
WHAT SHOULD OUR STUDENTS KNOW AND BE ABLE TO DO? Lets look at the claims and evidence (from AP Central)!
EXPECTATIONS CLAIMS about students who score a 3, 4, 5 (As stated on the AP Central Web site): The student has strong communicative ability in Spanish in the Interpersonal, Interpretive, and Presentational modes. The student has a strong command of Spanish linguistic skills (including accuracy and fluency) that support communicative ability. The student comprehends Spanish intended for native speakers in a variety of settings, types of discourse, topics, styles, registers, and broad regional variations.
EXPECTATIONS Claims (continued) The student produces Spanish comprehensible to native speakers in a variety of settings, types of discourse, topics, and registers. The student acquires information from authentic sources in Spanish. The student is aware of some cultural perspectives of Spanish-speaking peoples.
EXPECTATIONS EVIDENCE shown by students who score a 3, 4, 5 (As stated on the AP Central Web site): Identify and summarize the main points and significant details and make appropriate inferences and predictions from a spoken source, such as a broadcast news report or a lecture on an academic or cultural topic related to the Spanish-speaking world. Identify and summarize the main points and significant details and predict outcomes from an everyday conversation on a familiar topic, a dialogue from a film or other broadcast media, or an interview on a social or cultural topic related to the Spanish-speaking world.
EXPECTATIONS Evidence (continued) Identify and summarize main points and important details and make appropriate inferences and predictions from a written text such as a newspaper or magazine article or contemporary literary excerpt. Write a cohesive and coherent analytical or persuasive essay in reaction to a text or on a personal, academic, cultural, or social issue, with control of grammar and syntax. Describe, narrate, and present information or persuasive arguments on general topics with grammatical control and good pronunciation in an oral presentation of two or three minutes. Use information from sources provided to present a synthesis and express an opinion.
EXPECTATIONS Evidence (continued) Recognize cultural elements implicit in oral and written texts. Interpret linguistic cues to infer social relationships. Communicate via Interpersonal and Presentational written correspondence. Initiate, maintain, and close a conversation on a familiar topic. Formulate questions to seek clarification or additional information. Use language that is semantically and grammatically accurate according to a given context.
SPECIAL CHALLENGES They need it all!
STUDENTS NEED Rich, varied vocabulary, vocabulary, vocabulary!!!! Command of elementary structures and the ability to communicate in various tenses in both moods. The ability to synthesize and develop cohesive writing and speech. The ability to comprehend different genres of written and spoken language with a variety of dialects and accents. The desire to challenge themselves and raise the bar personally to be the best they can be!
BENEFITS OF THE NEWER EXAMI can see these now! More global, holistic exam/rubrics The rubrics are more forgiving than before with the focus being grammar. Higher order thinking skills More real world skills with focus on world issues and culture Synthesis is cross-curricular…same expectations in other higher level courses. Integration of skills is vital to everyday communication.
THE AP SPANISH LANGUAGE EXAM Now lets take a look at the exam!
2009 AP SPANISH LANGUAGE EXAM Handout Section I: Multiple Choice (50% score) Listening (20%) and Reading (30%) Section II: Free Response (50% score) Writing (30%) and Speaking (20%)
SECTION I: MULTIPLE CHOICE Listening: Short dialogues and narratives without questions written out Variety of contexts Variety of accents and registers Usually in order Noise and natural atmosphere Strategies: Train students to listen for setting. Train students to read over options for short selections first. Can be tricky…words used may lead students to wrong choice. LISTEN, LISTEN, LISTEN (See handout of authentic resources.) Sharing
SECTION I: MULTIPLE CHOICE (continued) Listening: Long dialogues and narratives with questions (not spoken aloud) 2 minutes to read over Listen 2 minutes to complete Some students complete as they go, others take notes and complete later. Can be very long…5-8 minutes! Strategies: Read, listen for any sources, setting, general information…helps with context. Some students complete as they go, others listen intently and take notes, completing the multiple choice in the 2 minutes later. Students need to discover what works best for them. LISTEN, LISTEN, LISTEN!!! Sharing
SECTION I: MULTIPLE CHOICE (continued) Reading Comprehension: Journalistic and/or literary selections followed by multiple- choice questions. Strategies: Note source for more contextual information. Quickly scan questions/options. Note any visual components. Underline, circle, anything to help focus on what you may need later. May need to insert an additional sentence. Need to make cultural inferences. READ, READ, READ (See handout.) Sharing
GENERAL RECOMMENDATIONS FOR ALL MULTIPLE CHOICE Tell students to concentrate on what they KNOW not on what they dont know. Dont get hung up on unknown vocabulary…they will not know it all! Word root and word family strategies (handout) Dont be tricked! Guess if you can eliminate 2 answers.
SECTION ll: FREE RESPONSE Interpersonal (Informal) Writing: 10 minutes, 60 words or more. Context may be , short note, business, etc. Focus on task completion, topic development, and language use. 10% free response score Strategies: Prep Book Excellent help Register Salutation Address each bullet point. Closing Tenses…attention to bullets. Target 65 – 70 words and leave time to edit.
SECTION ll: FREE RESPONSE (continued) Presentational or Formal Writing: 55 minutes, 200 words or more. Integrated skills (Listening, Reading, Writing) 3 fuentes (2 written, 1 oral) Synthesis, not summary! Cite sources throughout. Cohesive writing Strategies: Underline and take notes while reading and listening. CITE sources. Recognize, interpret, infer, evaluate, and synthesize. CAUTION: Do not simply summarize each source independently; synthesis is key! Thesis (paragraph), development (2-3 paragraphs), conclusion (paragraph) TRANSITIONS (handout) RICH vocabulary Goal: 230 words, allow edit time.
SECTION ll: FREE RESPONSE (continued) Interpersonal (Informal) Speaking: Simulated interpersonal conversation Interact/role play – 20 seconds per response. 5-6 opportunities to speak Focus on task completion, topic development, and language use. 10% speaking score Strategies: Read over outline (Twice: 30 secs. & 1 minute) and jot down ideas. Attention to register (Dont flip flop!) Listen for tenses! Address each bullet point. Use «muletillas». (Handout) Self-correct At about the penultimate time they speak, there is a curve thrown! Cross off or check prompts completed: Students can get lost or confused.
SECTION ll: FREE RESPONSE (continued) Presentational or Formal Speaking: 2 fuentes (1 oral, I written) Integrated skills (Listening, Reading, speaking) 5 minutes to read, then listen, 2 minutes to plan, 2 minutes to speak. Synthesis, not summary! Cite sources throughout. Cohesive speaking 10% speaking score Strategies: Underline and take notes while reading and listening. CITE sources. Recognize, interpret, infer, evaluate, and synthesize. CAUTION: Do not simply summarize each source; synthesis is key! Thesis, development, conclusion. Compare and contrast! (Handout - organizers) Goal: Fill 2 minutes. RICH vocabulary TRANSITIONS (handout)
GENERAL RECOMMENDATIONS FOR FREE RESPONSE SECTIONS Teach students to use the rubrics: ALWAYS FOCUS ON: Task completion, Topic development, Language Use Consider having them evaluate themselves to check against your score. Use Blooms verbs in Spanish for higher order thinking: Fill time in speaking sections! Be confident and say something when prompted! Dont listen to those around you…keep speaking even if they stop!
JURIED SCORES Practice and Discussion
JURIED SCORES Interpersonal and Presentational Writing Read and score in small groups. Share and discuss. Interpersonal and Presentational Speaking Listen, take notes, score in small groups. Share and discuss.
SPECIAL TECHNIQUES Lets explore and share!
WHAT WORKS IN MY CLASSROOM My Web site: I make a lot available to my students at all times…Connect them when I am not with them! Summer Review: Focusing on the four domains – listening, speaking, reading and writing Syllabus: Printable from my Web site News journals: 1 audio and 1 written per week or every two weeks. Later…they can choose related news to analyze and compare. Vocabulary: Triángulo workbook and the auto-pruebas
WHAT WORKS IN MY CLASSROOM (continued) Extra speaking and listening Writing - Self-correction and reflection: Coding of first drafts with rubric scores; revision; student scores self. Audacity: Get familiar with recording. Use graphic organizers for audio sources to help with Comparing and Contrasting NO ENGLISH EVER, unless a grammar explanation merits it!!! Consider the National Spanish Exam for extra practice
LISTENING RESOURCES (Conversaciones por tema/castellano) (Una colección de poemas en varios formatos: audio, video y texto) (Música en español) (Various topics and countries/pronunciation) (Audio books, literature)