Presentation on theme: "Performance-Based Assessment: Teaching to the AP®"— Presentation transcript:
1 Performance-Based Assessment: Teaching to the AP® Laura Terrilllauraterrill.wikispaces.com
2 “To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.”Stephen Coveyimage: trainingupdate.org
3 Individual Accountability Allow students to practice an answer using a strategy such as think-pair-share.Then, call on 3-4 students at random to give the answer. Students who have practiced withtheir partner or group should be able to give a solid answer. A good answerscores a 10. A zero is given only when students do not know what is expected.Use the index cards over the course of a marking period. Total the points. If somestudents have 4 answers and others have 2, use 3 as the average or 30 points.Drop the lowest score for those who have 4 answers, use the average of the 2 todetermine a third score for those who have 2. Put the score into your gradebookin an appropriate category.
9 Three Modes of Communication See how to apply functions, sponge and cooperative techniques to specific activities that develop the modes
10 ACTFL Integrated Performance Assessment Interpretive CommunicationStudents listen to and / or read an authentictext and answer information as well asinterpretive questions to assess comprehension.The teacher provides students with feedback onperformance.Presentational CommunicationStudents engage in the presentational mode by sharing their research/ideas/opinions. Samples presentational formats: speeches, drama, skits, radio broadcasts, posters, brochures, essays, websites, etc.Interpersonal CommunicationAfter receiving feedback students engage in communication about a particular topic which relates to the interpretive text.
11 What is the mode of communication? 1Prepare a poster about your favorite sport.2Watch a travel video and jot down places of interest.3Talk about what to do on the weekend.4Send a letter to an e-pal.5Create a graphic organizer for new vocabulary.6Create a skit where you buy something in the market.See how to apply functions, sponge and cooperative techniques to specific activities that develop the modes
13 Curriculum DesignFrench APSection I (Interpretive Communication), 50% of exam scoreMultiple Choice: 65 items in 9 sets – 4 reading, 2 reading and listening combined, 3 listeningInterpretive Print: You will read several selections. Each selection is accompanied by a number of questions. For each question, choose the response that is best according to the selection and mark your answer on your answer sheet.L. Terrill
14 Curriculum DesignFrench APSection I (Interpretive Communication), 50% of exam scoreInterpretive Print and Audio: You will listen to several audio selections. The first two audio selections are accompanied by reading selections. When there is a reading selection, you will have a designated amount of time to read it. For each audio selection, first you will have a designated amount of time to read a preview of the selection as well as to skim the questions that you will be asked. Each selection will be played twice. As you listen to each selection, you may take notes. Your notes will not be scored.After listening to each selection the first time, you will have 1 minute to begin answering the questions; after listening to each selection the second time, you will have 15 seconds per question to finish answering the questions. For each question, choose the response that is best according to the audio and/or reading selection and mark your answer on your answer sheet.L. Terrill
15 Curriculum DesignFrench APSection 2 (Interpersonal and Presentational Communication), 50% of exam score — Free Response: 4 itemsInterpersonal Writing: You will write a reply to an message. You have 15 minutes to read the message and write your reply.Your reply should include a greeting and a closing and should respond to all the questions and requests in the message. In your reply, you should also ask for more details about something mentioned in the message. Also, you should use a formal form of address.L. Terrill
16 Curriculum DesignFrench APSection 2 (Interpersonal and Presentational Communication), 50% of exam score — Free Response: 4 itemsPresentational Writing: You will write a persuasive essay to submit to a French writing contest. The essay topic is based on three accompanying sources that present different viewpoints on the topic and include both print and audio material. First, you will have 6 minutesto read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then, you will have 40 minutes to prepare and write your essay.In your persuasive essay, you should present the sources’ different viewpoints on the topic and also clearly indicate your own viewpoint and defend it thoroughly. Use information from all of the sources to support your essay. As you refer to the sources, identify them appropriately. Also, organize your essay into clear paragraphs.L. Terrill
17 Curriculum DesignFrench APSection 2 (Interpersonal and Presentational Communication), 50% of exam score — Free Response: 4 itemsInterpersonal Speaking: You will participate in a conversation. First, you will have 1 minute to read a preview of the conversation, including an outline of each turn in the conversation. Afterward, the conversation will begin, following the outline. Each time it is your turn to speak, you will have 20 seconds to record your response.You should participate in the conversation as fully and appropriately as possible.Presentational Speaking: You will make an oral presentation on a specific topic to your class. You will have 4 minutes to read the presentation topic and prepare your presentation. Then you will have 2 minutes to record your presentation. In your presentation, compare your own community to an area of the French- speaking world with which you are familiar. You should demonstrate your understanding of cultural features of the French-speaking world. You should also organize your presentation clearly.L. Terrill
25 Targeted Language Goals In 10 words or less, how wouldyou define the goal for a level 2high school class?
26 Targeted Language Goals - Parkway School District Level 1Level 2
27 Level 3 Level 5 Level 4 develop ideas with supporting details in three time framesLevel 4narrate and describe in three time framesLevel 5state an opinion and defend/support that opinion
28 I can . . . Ask & Answer Questions Vertical ArticulationI can Ask & Answer QuestionsNovice: Answer simple questions with a single word or twoIntermediate-Low: Ask simple questions and provide brief answersIntermediate: Ask and answer a wide variety of questions, giving reasons and explanations, and asking follow-up questionsPre-Advanced: Ask and answer a wide variety of questions requiring extended explanations and follow-up discussions
29 NoviceWho are the people in this picture? Describe them.What do they like to do? What don’t they like to do?Intermediate-LowWhat did members of this family do yesterday? What questions would you like to ask about this family?IntermediateThis family spends time together each week. What traditions exist in your family? Explain one tradition in detail. What are you currently doing to create or continue family traditions? What traditions will you establish when you have a family of your own? Describe a tradition that you hope will exist in your future.Pre-AdvancedMany believe that families who have strong traditions have a better quality of life. Do you agree or disagree with this belief? What impact would stronger families have on our society? Support your opinions with specific examples.
30 CinderellaLevel ICinderella is a girl. She isn’t happy. She works a lot.Her mother doesn’t like Cinderella. She has two sisters.They don’t like Cinderella. There is a ball. Cinderelladoesn’t go to the ball....Level IICinderella is a poor young girl. She has two sisters who are not nice. And her mother doesn’t like her much. One day the family is going to go to the ball at the king’s castle. Cinderella can’t go because she doesn’t have a pretty dress....Level IIIOnce upon a time there was family of two sisters and their mother. They had a step-sister, Cinderella. The mother loved her two ugly and mean daughters, but she didn’t like Cinderella, who was beautiful and nice. One day, the king invited all the young girls to meet his son, the prince. But Cinderella, who didn’t have anything nice to wear, couldn’t go....
31 Level IVOnce upon a time there was a family composed of a motherand her two mean and ugly daughters. In the small house lived Cinderella, the step-sister, who had to do all the household chores. Because of her great charm and beauty, Cinderella was hated by her step-mother and two step-sisters who were jealous. One day, therewas an invitation sent by the king, who was giving a grand ball at the castle in honor of his son. All the young girls of the kingdom were invited; except Cinderella who, not having anything to wear for such a rich ball, could not attend....Level VOnce upon a time there was a girl named Cinderella whose step-mother made her work all day long. But her two vain and lazy step-sisters would only walk around in their beautiful dresses making fun of Cinderella who was always dressed for doing household chores. One day, a letter arrived from the king who was making preparations for a grand ball at which his son would choose his future bride from among all the young girls of the kingdom. Cinderella really wanted to attend but couldn’t because all she had were the old charwoman clothes she was wearing.
32 Required for an “A”Will use as a introduction to why rubrics are necessary, but will wait to actually show rubrics.
33 What is your grading system? Pretend that I am the parent of a student. I want to know how grades are determined so that I can better understand the grade my child has. Jot down how you determine the final quarter/semester grade. Be sure to include any elements that are required by your school or school district.
34 Use the target language as much as possible, but at least % of the time. May I speak English?Use of the Target Language in the Classroom(May 2010)
35 Strategies for Cooperative Work Think - Pair - ShareThe teacher poses a problemor presents a topic. Studentsare given time to think and may beasked to jot down their thoughts or asked to respond individually using tools such as polleverywhere. They then pair with another student to discuss the topic or compare responses. Finally, they share their thoughts with the whole class.
36 Three Modes of Communication InterpretiveGo into each mode, stress performance activities for each mode, make the connection showing how any of the activities can become part of an assessment model, show interactive templates at the end of the segment
37 Common Core State Standards for English Language Arts and LIteracy
38 Traditional Format Reading assignment given Independent reading Discussion tosee if studentslearned mainconcepts, whatthey “shouldhave” learnedAdapted from McREL blackline masters
39 The Blurvle CeremonyThe axtlzbn is worn primarily by meebs for the blurvle ceremony each kipto. It consists of a wlomb made of cygde and tied with a qorf. It is decorated with many hujas.1. Describe the axtlzbn.2. Who wears an axtlzbn?3. What ceremony is it for?4. Fill in the blanks: The _____is wornby _______for the ________.
40 Strategic Format Prereading activities: Discussion Predictions QuestioningBrainstormingSetting PurposeGuided ACTIVEsilent readingActivities to clarify,reinforce, extendknowledge
41 It is really quite simple. First you arrange things into different groups. Of course, one group may be sufficientdepending on how much there is to do. It is importantnot to overdo things. That is, it is better to do too fewthings than too many. In the short run this may notseem important but complications can easily arise. Amistake can be expensive. At first the whole procedurewill seem complicated. Soon, however, it will becomejust another facet of life. It is difficult to foresee any endto the necessity of it. After the procedure is completedone arranges the materials into different groups again.Then the groups can be placed in their appropriate places.Eventually, they will be used once more and the wholecycle will then have to be repeated.
42 It is really quite simple. First you arrange things into different groups. Of course, one group may be sufficientdepending on how much there is to do. It is importantnot to overdo things. That is, it is better to do too fewthings than too many. In the short run this may notseem important but complications can easily arise. Amistake can be expensive. At first the whole procedurewill seem complicated. Soon, however, it will becomejust another facet of life. It is difficult to foresee any endto the necessity of it. After the procedure is completedone arranges the materials into different groups again.Then the groups can be placed in their appropriate places.Eventually, they will be used once more and the wholecycle will then have to be repeated.
43 Traditional Format Strategic Format Prereading activities: Discussion PredictionsQuestioningBrainstormingSetting PurposeReadingassignmentgivenIndependentreadingGuided ACTIVEsilent readingThe new format doesn’t take any more time, time is just used much differently…Discussion tosee if studentslearned mainconcepts, whatthey “shouldhave” learnedActivities toclarify,reinforce,extendknowledge
44 Un regalo para Abuelita En celebración del Día de los Muertos ISBN 0-87358-688-1 VE
45 A.C.T.I.V.E. Ask Questions Who? What? When? Where? Why? Which would? If….then? Who can? How did?Thick questions vs. thin questions
46 A.C.T.I.V.E.Ask QuestionsAbuelita scolded the day she discovered Rosita pulling upplants in the garden.“I’m weeding!” protested Rosita.“Those are not weeds!” replied Abuelita. She showedRosita what to pull and what to save. “These plants are chiles.We will harvest them together. This year you can help memake salsa.”Rosita was pleased. She liked helping her grandmothercook.
47 A.C.T.I.V.E.Connect:Text-to-selfText-to-textText-to-worldRead aloud a short text and think aloud your comments.Interesting idea I’m confusedI disagree Important ideaI remember I’m surprisedI wonder
48 A.C.T.I.V.EConnect:Text-to-selfText-to-textText-to-worldThen Abuelita got sick. Soon she was too weak to work in the garden. Rosita sat by her grandmother’s bed, braiding and telling her stories. “The chiles are fat now,” she told Abuelita. “When you are well, we will pick them together.”But before the chiles could ripen, Abuelita died.Rosita missed her very much. She missed the soap scent of Abuelita’s everyday dress and the pla-pla-pla of her hands shaping dough for tortillas. She missed the strong warmth of her grandmother’s arms. She wanted to hear Abuelita’s voice whisper “good night.”
49 A.C.T.I.V.E Track Down Determine the most important ideas and themes. Word level - pick out the words that carry the meaning of the sentenceSentence level - pick out key sentencesText level - pick out key ideas, concepts and themesGive students a 3x3 sticky note and fringe it into 3-4 pieces. As they read have them tear off a piece and mark and important work, sentence or concept. This mimics highlighting but allows the student to change their mind as they read a passage and will limit how much they think is important.
50 A.C.T.I.V.ETrack Down“We need Abuelita here,” Rosita told Abeulo in October.Her grandfather nodded. His brown eyes glistened.“Yes,” he said. “I miss her too. You can show Abuelitahow much you miss her, mija. Make her a gift for when shevisits us on the Day of the Dead.”On the Day of the Dead, families remember the peoplethey love who have died. Each family makes an ofrenda at analtar to welcome the dead. Everybody make gifts for the altar.Do Most important word strategy.Give students a 3x3 sticky note and fringe it into 3-4 pieces. As they read have them tear off a piece and mark and important work, sentence or concept. This mimics highlighting but allows the student to change their mind as they read a passage and will limit how much they think is important.
51 A.C.T.I.V.E. Making Inferences Make inferences by creating personal meaning or by creating a meaningthat is not stated explicitly.Good readers use their prior knowledge and information from the text to draw conclusions, make judgments and predictions, and form interpretations about what they are reading. Allow great latitude for inferences provided that the reader can defend his or her inferences with a description of relevant, prior knowledge and specific text.A wide variety of inferences is appropriate for fiction; a narrower range of interpretation is typical for nonfiction. It says, I say and so is an excellent strategy for inference.
52 A.C.T.I.V.E Making Inferences Rosita remembered something she knew how to do. Sheasked Abuelo for three long strands of yarn. Then she satnear his loom in the courtyard and started to braid.She braided the following morning as well, when her familywent to the market. They sold some flowers and boughtcandles and incense, apples and bread of the dead.“What a beautiful braid!” said the woman who sold themthe bread.“Gracias, but it isn’t finished yet,” said Rosita.All the way home on the bus, Rosita worked on her braid.The cord reached from the tips of her fingers past her elbows.A wide variety of inferences is appropriate for fiction; a narrower range of interpretation is typical for nonfiction. It says, I say and so is an excellent strategy for inference.
53 A.C.T.I.V.E Visualizing Create visual and other sensory images during and after reading.Ask students to read, discuss and then draw what theysee happening in the text. Drawings can be done on transparencies and shared with the class. Students might also be asked to select a song that relates to the text.
54 A.C.T.I.V.EVisualizingAs twilight deepened, she finished her braid. It was as tall as she was. Rosita sat by her grandmother’s grave, stroking the cord with her fingers. In it, she had braided the things she remembered: the scent of her grandmother’s dress, the pla-pla-pla of her hands on the tortillas, her songs and her scolding, her tales and the taste of her salsa.Closing her eyes, Rosita began to feel warm, as if she were safe in her grandmother’s arms. Soft wings brushed her face like a kiss. Then in her heart, a husky voice whispered, Buenas noches, Rosita.
55 A.C.T.I.V.E Eureka! Retell or synthesize what has been read. Good readers attend more directly to character, setting, conflict, sequence of events, resolution, and theme in fiction and to text patterns such as description, chronology, cause and effect, comparison/contrast, and problem/solution in nonfiction. They use their awareness of these elements to make decisions about overall meaning.A wide variety of inferences is appropriate for fiction; a narrower range of interpretation is typical for nonfiction. It says, I say and so is an excellent strategy for inference.
56 R.A.F.T. Role Audience Format Topic Rosita Abuelo Letter Why you miss Abuelita so muchBraidNoteHow much love you feel in her fingers and questions about why that is soNewspaper ReporterAmericans who do not understand Day of the DeadNewspaperInterviewQuestions about the day and the items on the altar?
57 Teaching Nonfiction Reading We need to teach students:How to use the questions we give them and how to create questions of their own.How to use clues an author provides to identify main ideas and supportive details.How to successfully summarize and retell the important information both during and after reading.How to recognize the most common textual patterns — comparing and contrasting, explaining causes and effects, laying out a sequence of events, describing a process.Adapted from Discovering Nonfiction: 25 Powerful Teaching Strategies
58 Israel pays tribute to Anne Frank's savior Miep Gies Gies, who died Monday night at the age of 100, was the last living person in the group who had helped hide Anne's German Jewish family, who had sought refuge from the Nazis in Holland. They lived hidden in a back house in Amsterdam from 1942 to Hours after the Franks were betrayed and seized by the Nazis on August 4, 1944, Gies crept back into the hiding place and collected Anne's ….. More than 20,000 Dutch people helped to hide Jews and others in need of hiding during those years," she wrote. “….. After their seizure, the members of the Frank family were transported to the Auschwitz death camp in what is today Poland, where they were separated. Anne is believed to have died of typhoid at the Bergen-Belsen concentration camp in Germany in March Her sister, Margot, and mother, Edith, also died in the camps. Her father, Otto, the only survivor of the family, returned to Amsterdam after the war and pursued the publication of Anne's diary. Gies was an employee of Otto Frank, who had moved his family to Holland in 1933 shortly after Adolf Hitler took power in Germany. Gies and five other employees helped keep the Franks alive along with four other people who later joined the Franks in the cramped hiding place - and who annoyed Anne, as her diary testifies….
60 INTERPRETIVE TASK COMPREHENSION TEMPLATE NOVICE LEVEL I Key word recognition Note to teacher: List 8 to 10 words.Find in the article the word that best expresses the meaning of each of thefollowing English words:II Important words and phrases Note to teacher: Provide 5 correct ideas and 3 distractors.First, circle the letter of the ideas mentioned in the article. Then, write the letter of that idea next to where it appears in the text.A. C. E. G.B. D. F. H.III Main Idea(s): Using information from the article, provide the main idea of the article in English.This could be shared as a separate document if that is OK with ACTFLAdapted from 2010 ACTFL The Keys to Assessing Language Performance
61 INTERPRETIVE TASK COMPREHENSION TEMPLATE INTERMEDIATE LEVEL 1. Main idea:Using the article, provide the main idea(s) of the article in English.2. Supporting details: Note to teacher: Provide 5 correct statements that support the main idea(s) and 3 distractors.First, circle the letter of each detail that is mentioned in the article. Then, write the information that is given in the article in the space provided next to the detail belowA. E.B. F.C. G.D. H.3. Meaning from context: Note to teacher: Provide 3 words that the students are not likely to know, but will be able to understand from the text.Based on the article, write what the following 3 words probably mean in English.Inferences: Note to teacher: Write 2 open-ended questions – “why do you think that”, “what might be the effect of”, etc. – that require inference on the part of the reader.Answer the following by providing as many reasons as you can. Your answers may be in the target language or in English.1. Question: Use details from the article to support your answer.2. Question: Explain using details from the article.Adapted from 2010 ACTFL The Keys to Assessing Language Performance
62 INTERPRETIVE TASK COMPREHENSION TEMPLATE PRE-ADVANCED 1. Main idea:Using the article, provide the main idea(s) of the article in English.2. Supporting details: Note to teacher: Provide 5 correct statements that support the main idea(s) and 3 distractors.First, circle the letter of each detail that is mentioned in the article. Then, write the information that is given in the article in the space provided next to the detail belowA. E.B. F.C. G.D. H.3. Meaning from context: Note to teacher: Provide 3 words that the students are not likely to know, but will be able to understand from the text.Based on the article, write what the following 3 words probably mean in English.Inferences: Note to teacher: Write 2 open-ended questions – “why do you think that”, “what might be the effect of”, etc. – that require inference on the part of the reader.Answer the following by providing as many reasons as you can. Your answers may be in the target language or in English.1. Question: Use details from the article to support your answer.2. Question: Explain using details from the article.This could be shared as a separate document if that is OK with ACTFLAdapted from 2010 ACTFL The Keys to Assessing Language Performance
63 INTERPRETIVE TASK COMPREHENSION TEMPLATE PRE-ADVANCED, Cont. Author’s perspective. Note to teacher: Provide one correct answer and two distracters. Possible options may include clinical/scientific, moral/religious, humanistic, factual/historical, comic, etc.)Circle the letter of the perspective or point of view you think the author adopted as s/he wrote this article and justify your answer with information from the text.Comparing cultural perspectives. Note to teacher: Here are possible types of questions: What are the cultural similarities and differences between XXX and XXX? How do the practices/products in the article reflect the target culture perspectives? What did you learn about the target culture from this article? How would this article have been different if it were written for a US audience?Answer the following questions in English.Personal reaction to the text. Using specific information from the text, describe your personal reaction to the article. Be sure to provide reasons that support your reaction.Organizing principle. How is this article organized? Circle all that apply.A. Chronological order B. Pros and cons C. Cause/effectD. Compare/contrast E. Story telling F. Problem and solutionAdapted from 2010 ACTFL The Keys to Assessing Language Performance
64 Meaning does not arrive because we have highlighted text or used sticky notes or answered the comprehension worksheet.Meaning arrives because we are purposefully engaged in thinking while we read.- Tovani
65 ClosureDivide groups in half, set timer for 2 minutes, count at end of time to see number of words,Use engagement as the wordMake point, the more open the activity the more language that students can bring to the table
67 NoviceNovice learners speak using memorized words, phrases, sentences and very simple, memorized questions. Their vocabulary is limited to personal and very familiar topics.
68 Intermediate Intermediate-Low Intermediate-low learners begin to create with language and are able to ask and respond to simple informational questions. Their vocabulary is sufficient to sustain basic communicative tasks.IntermediateIntermediate learners are able to speak using a string of sentences. They will ask and respond to questions for clarificaton. Their vocabulary is sufficient to personalize and expand on topics. They have control of one time frame.
69 Pre-AdvancedPre-advanced learners are able to narrate and describe in paragraph-like connected discourse. They will ask questions to persuade, negotiate and convince others and will respond to such questions. Their vocabulary is extensive and varied, providing relevant and interesting details. They are able to narrate and describe in 3 time frames.image: teacherplus.org
70 Interview GridsCreate grids that allow students to interview their peers. To complete the following grid, students would ask other students “Do you like to (activity)?” The answer would contain an appropriate response “Yes, I often (activity).No, I never (activity).NeverRarelySometimesOftenAlwaysstudyJohnAnnworkPaulswimGrantwatch TVAlysa????Challenge students to add native speakers to the grid throughout the day, , skype, connect to antother class to get input from other speakers
72 Tu aimes la ratatouille? Oui, j’aime la ratatouille parce que j’aime beaucoup les poivrons.Non, je n’aime pas la ratatouille parce que je déteste l’ail.l’auberginela courgettele poivron rouge, vert, jaunela tomatel’oignonl’ailun repas français
73 Tu aimes la ratatouille? l’auberginela courgettele poivron rouge, vert, jaunela tomatel’oignonl’ailun repas français
76 Summative Interpersonal Assessment You are attending a student United Nations event. The topic is food and hunger. You will represent one country and interact with others from other countries. Have a conversation where you ask and answer questions to discuss:Where you liveFood likes and dislikesFoods that you eat in your countryHealthy and unhealthy behaviorsHunger issues where you liveimages: Healthy Planet
79 Savez-vous vraiment comment sont faits vos souliers de marque Nike? Des milliers d’enfants travaillent en moyenne 12 heures par jour, jusqu’à sept heures par semaine pour fabriquer les souliers que vous portez. L’entreprise Nike promet que ses produits ne sont plus fabriqués par des enfants……..Mettez-vous à la place de ces enfants : comment vous sentiriez-vous de savoir que tous les efforts que vous faites ne sont pas récompensés? Travailler en moyenne 12 heures par jour, tous les jours de la semaine... Ne pas pouvoir aller à l’école, jouer avec ses amis, se reposer, etc. Mettez-vous à la place de ces enfants qui travaillent sans cesse pour faire ce que vous désirez.More challenging, but level the ask. The image provides strong visual support with images of children workingimage: cgslb.be
81 Clip Art CaricaturesPair students. Give them a time limit and tell them to create a conversation where they become the person in their picture. The improvisational role play is based on the topic that is being studied. As an alternative, have students select or create an alternate identity – someone from the target culture or someone living where the target language is spoken.
82 Raise the proficiency level Create a sentence that combines the ideas in both images.1. but2. not3. never4. and5. because6. then7. always
83 Raise the proficiency level 1. I wanted to...2. I felt bad when...3. I would have..., but...4. I was glad that...5. My parents insisted...6. I was annoyed...7. I didn’t get to...
88 Brainstorming Words/phrases about a mall Words/phrases about nature Words/phrases about animalsWords/phrases on a fast food menuIngredients in an omeletteWords/phrases about sports
89 Brainstorming Procedure: 1 minute to generate an individual list 1 minute to share list with a partner. Each person adds new words to the list.Group students into group of 4, share and add.Go around the room calling out one word per group until all groups are out of words. Teacher records all words on something that can be displayed.Students pair - must create mini dialogue that seems appropriate to the situation, no notes but may look at displayed words. Set time limit appropriate for level.Students pair differently - same mini dialogue, list is not visible.
90 Develop the Role PlayYou are being interviewed for a position as a camp counselor.Have a conversation in which youask and answer questions to:find out what you would do each dayexplain what you really like to dojustify why you don’t like to do something
97 Structured Debate Should begging be banned from downtown areas? Beggars are being banned from downtown areas. It’s against the law to beg in the streets or in public transportation. If beggers are caught, they must pay a fine of about $75.00.Roles in the debate:the mayor of the citya beggara resident of the citya representative of a foundation that helps the poorConsider:the need to enact laws for public goodthe need for food and shelter for the homeless/unemployedthe need to feel safe in the streetswhere the beggars go when they leave the citythe impact of the current economic conditions on poverty
98 Teach the Language of Discussion / Debate I think the author wrote it to teach us about…One theme might be……I think it means that….In other words……For example….In the text, it said that…..One case showed that…..I would add that……Then again, I think that….I want to expand on your point about….In my life….I think it can teach us….If I were…., I would have…We can say that…..The main theme/point of the text seems to be….How to Start Academic Conversations Jeff Zwiers and Marie Crawford Educational Leadership/April 2009
99 Scored Discussion Move from: 1 – 3 – 5 Move to: Asks random questions Follows up with logical questionsOnly answers the question askedContributes additional informationResponds, but rarely initiatesContributes personal insights to enhance discussion and draw in othersComments are not relevantStays on topicGretta Murray, French Teacher, Medford, WI
101 Conversational Grammar Where to go?You and your friend are bored and can’t decide where to go and what to do. Take turns suggesting where to go and what to do there. You each offer a couple of suggestions that are rejected before settling on something to do.Exchange studentYour friend is hosting an exchange student for the year. You haven’t seen him/her yet. Ask questions to get the details. Be sure to find out basic personal information as well as asking for information on personality and physical traits.Good HealthYou are being interviewed to determine if you have a healthy lifestyle. Answer questions honestly admitting to both healthy and unhealthy behaviors. Be prepared, you are likely to be given some advice during the interview.Vacation TimeYou and your friend are comparing notes on your plans for an upcoming holiday weekend. Ask and answer questions to determine what each of you is going to do and to find out a couple of things that you are absolutely not going to do. It’s a vacation weekend after all.
102 Conversational Grammar Travel memoriesTwo students are reminiscing about what they did when traveling on the student trip last year. Ask and answer questions as you revisit specific details. You know that your teacher is eavesdropping. Add in a few details for her benefit.Packing for a tripYou are packing for a trip. Your mom wants to make sure you’ve remembered everything. You know exactly how the conversation will go. It always happens. “Do you have your phone charger?” Yes, I have it, etc.Worry WartsYou are getting ready to travel overseas for the first time. Your friend has traveled abroad before. You are the worry wart. Your friend tries to reassure you, but occasionally takes delight in adding to your worries.Travel GurusYou are an experienced international traveler and have volunteered to answer questions at a group meeting of adults who will travel abroad for the first time. Respond to their questions as you focus on what they will need to do to get ready for the trip.
103 Create performance-based assessments Design a summative interpersonal task that captures all of the communicative goals for the unit. You may want to create the illusion of different tasks, but the goals of each task should be nearly identical.Role-play A: You are traveling with your friend. Come to agreement over the schedule for the day balancing the things that you both really want to see and do.Have a conversation where you:make suggestions on what to see and do giving reasons for your choicesaccept and reject the suggestions made by your friendorganize the agenda for the day deciding what to do first, second, last commenting on how you will move from one activity to anotherdebate and compromise over the perfect place for lunch or dinnerRole-play B: You are speaking with someone who is an expert on the area of (France) that you will be visiting for a day.Have a conversation where you:share what you think you want to see and do giving reasons for your choices and listen to the suggestions that are givenaccept and reject the suggestions made by the expertdecide what to do first, second, last and consider how you will move from one activity to anotherask for information on good options for lunch or dinnerRole-play C: You are spending a day with your cousin in (France). Come to agreement over the schedule for the day balancing the things that you both really want to see and do.Have a conversation where you:make suggestions on what to see and do giving reasons for your choicesaccept and reject the suggestions made by your cousinorganize the agenda for the day deciding what to do first, second, last commenting on how you will move from one activity to anotherdebate and compromise over the perfect place for lunch or dinner
104 Testing Day On-deck Area Students:Select taskPractice both roles1.Use the technology that is available to you, low-tech options will workSelect random partners on the day of the test, determine and post the orderAssign work to students, often a presentational assessment will work wellCreate an ondeck area where each pair draws a situation at random, practices for 2 minutes and prepares to take either partMove the ondeck students to a station in front of you. Set a timer for a set amount of time and indicate which partner should start the conversation.Call time if necessary. Mark the rubric before asking the next pair to move to the station in front of you.Performance AreaTeacher:Indicates who startsSets timerAssesses performance2.Students in class workquietly on assigned task.3.
108 “Learning to speak another's language means taking one's place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people." Sandra Savignon Communicative Competence: Theory and Classroom Practice
109 World Language / ELL Consultant Laura TerrillWorld Language / ELL Consultant8529 Stark DriveIndianapolis, IN 46216Cell:Home:lauraterrill.wikispaces.com
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