From end to beginning: How to vertically align your language program (speaking and listening) Martha Pero & World Language Department at HHS Hudson City Schools

 B.S. in Ed. Bowling Green State University, OH  M.A. Spanish Translation Kent State University, OH  Teaching for 27 years  2 North Baltimore, OH  25 Hudson, OH  5 years at Kent State University  Ashland University  NBCT  President Ohio Foreign Language Association 2008  CSC Teacher of the Year, Finalist ACTFL TOY  Harvard Award for Excellence in Teaching Martha Pero

 Hudson’s history  Buy in  Agreed upon grading  Backward design  Familiarity with state standards  Hard to separate all these skills: integrated To begin

 7 teachers teaching one language  5 languages being taught  No common assessment  Started at chapter 1 and got to ??? Hudson’s history

 Teachers must be on board  Support of Principal  Support of Curriculum Director  Professional development Buy in

 What do you want them to know?  Standards based?  All practice grading different levels.  Holistically or points per error?  Rubric? Agreed upon grading

 Start with your highest level and go backwards.  All teachers understand all levels  Work with teachers in other districts.  Three main stages of design 1.Identify desired outcomes and results-what do they need to be able to do? 2.Determine what performance the students will do to illustrate competency. 3.Plan instructional strategies and leaning experiences that help them attain the goal. Backward design

 Clear performance goals based on key questions  Engaging, hands-on approach  Focus on interesting ideas, questions, problems  Real-world application beyond the classroom  Quality feeback system  Choices for students Backward Design

 Know your standards  The book should not decide what and how you teach. Familiarity with state standards

 The hardest to do  Find native speakers- Skype, community etc.  Require target language in class  You speak as much as possible in target language in class- ACTFL guidelines 90% at all levels  Speaking rubrics (handout)  Judge on if a native speaker can understand- if can communicate Speaking

 Formal presentation 2 minutes (handout)  Read one article, listen to one source, speak 2 minutes  Informal simulated conversation (handout)  Do as many as possible during year  Speaking journals (handout)(Rebecca Wiehe)  5/2 Students talk about a subject for 5 minutes, then one person goes to another group and talks for 2 minutes Speaking AP

 Give topic ahead of time  Types of activities  6 picture sequence to tell a story (handout)  PowerPoint presentation with phrases only on slides  Skype with native speakers  5 words (Joe Moore)  put 5 words on the screen, half the students have back to the screen, partner describes words to get the student to say it in English Level 4

1.EXIT RAMP 2.SHORTCOMINGS 3.EXPULSION 4.SEED 5.THUG 5 words

1.AFFECTION 2.ASSORTMENT 3.CATAPULT 4.CHEMOTHERAPY 5.CRUTCH 5 words

 Odes  Debates/with notecards of facts  Oral summaries of news articles  Ellis Island (vide0) Speaking Level 4

 Noticias - (handout)  Planned presentations  Teach circumlocution to learn new words or explain them.  Tell stories- campfire,  Answer direct questions that are open ended. Prepare for questions, then be ready for related questions.  Practice speaking in different tenses, especially questions  Lip sync songs (example) Speaking Level 3

 Very direct questions that have been prepared (handout)  Tell them what they need to use. Direct object pronouns etc.  Use some opened questions that elicit vocabulary that they know  Change the verb tenses accordingly in the questions  Start teaching the transition words to connect thoughts. Also pause words to think while speaking. Speaking Level 2

 Very short and to the point  Frustrating for them because they want to say things they do not know how to say in target language  Keep the speaking very focused  Give a lot of input before expecting a lot of output.  Use picture flashcards or PowerPoint to elicit a response of a word or sentence.  Please work on pronunciation from day one. It is very difficult to change bad habits 3 years later.  Sing songs Speaking Level 1

 Let them hear themselves  Have them transcribe what they say  They never believe that they said... until they hear it.  Have peers listen for comprehensibility  Self-awareness it vital Speaking all levels

 AP – Interview a native speaker- Make questions and respond to speaker on own- record  Fourth year- show and tell no cards, peers think of questions as they listen  Third year- Bring show and tell with specific words on cards, not all written out. Peers take notes on what is said and summarize.  Second year – make up questions and answer that is directed (Handout Barbara Snyder)  First year - specific questions. (handout) Example

 Listen, listen, listen  Do all that you have available with your series  This is often very difficult at all levels  The more they hear you speaking the target language, the more they will understand others Listening

 Use the computers  There are many online foreign newspapers with video and oral clips. Univision in Spanish is excellent  Watch T.V. in the target language if available  Show movies in class in target language and hide subtitles  Many AP materials out there especially in Spanish- use them  For listening on exam, read questions first, write notes while listening looking for the questions  Interview native speakers  When it goes to fast, tell them to listen fast. Listening AP

 Listen to a variety of accents, never know what will be on the exam  Listen, read, read  compare, contrast  take notes on the listening and reading in Venn, draw arrows for comparisons, then write Listening AP for exam

 Teach to stay focused.  Listen for main ideas.  Show them the cadence of the language  Listen more than once– don’t give up  The only way to get better is to listen to as much as you can  Use news videos that they can see what is going on to help create meaning. Listening 4

 Odes  Stories on tape  Movies in target language with subtitles  Songs Listening 4

 Video series  Extra- Streaming video French, German, Spanish (example)  Aventuras Vascas – Spanish  La Catrina- Spanish  Suggestions?  Authentic samples are difficult and fast- use for main idea only Listening level 3

 Texbook audio  Authentic commercials in target lanugage  Authentic short cuts- look for key words  Songs, songs, songs– print words so they can see and sing along Listening Levels 1 & 2

 AP-Listen with no vocabulary available nor video.  Level 4- Listen with video.  Level 3- learn vocabulary before videos  Level 2 and 1- Videos should be very specific or known to the students. They can pick words out. Example

 Start with where you want to go. Conclusion