The BIG Picture Tragic accident occurs…

What would you teach?? Would you know what to do? How would you determine what to teach? Level 1? Level 2? Level 3?

YOU are the expert…NOT the textbook companies.

61 words!!

A - Communication: Interpersonal Mode Exchange simple spoken and written information in the target language (GPS) (MLL1_A2009-1) Conduct brief oral and written exchanges in the target language (GPS) (MLL1_A2009-2) B - Communication: Interpretive Mode Demonstrate understanding of simple spoken and written language presented through a variety of media in the target language, based on a variety of topics (GPS) (MLL1_B2009-3) Interpret verbal and nonverbal cues to understand simple spoken and written messages in the target language (GPS) (MLL1_B2009-4)

How to figure out what to teach?? If you have the freedom to do what you want… Use pre-existing TPRS materials Blaine RayBlaine Ray Workshops, materials, handouts.TPRS Publishing (Carol Gaab) Workshops, materials, free downloads, TPRS map.Sabine und Michael German materials by Michael Miller.TPRStories.com Forms, workshops, TPRS materials, IJFLT subscription, and Fluency Fast classes.Jason Fritze Reading Resources.Goodteachingstuff.com A complete list of TPRS Materials and a 7th grade Spanish program.Scott Benedict’s blog, Proficiency-Based Grading system, posters, and rubrics.Bethskelton.com Excellent TPRS materials for ESL, coaching, workshops.Waltmania.com Complete lesson plans for middle school Spanish.Ben Slavic Ben’s TPRS books and helpful materials.Pat Verano in Argentina offers TPRS lessons and lots of music, too.TPRS PublishingSabine und MichaelTPRStories.comJason FritzeGoodteachingstuff.comScott Benedict’s blogBethskelton.comWaltmania.comBen SlavicPat Verano

Or… Pick a novel, short story or video and backward design. Partly CloudyPartly Cloudy verbsnounsadjectivesother portare--carryinfans-- baby, child laetus--happyet--and deponere--put down avis--birdtristis--sadsed--but volare--flynubes-- cloud periculosus-- dangerous euge!--yippee pulsare--hit, punch facies--faceiratus--angryeheu!--oh no! demonstrare-- show mater-- mother magnus--largeminime--no habere--havepater--fatherparvus--smallcerte--yes ridet-- smiles/laughs iterum--again

What if… You have to teach from the textbook? Cognates Low-frequency words High frequency words TPRable words

VERBSNOUNSADJECTIVESOTHER to feela sick personpoorin good health to have a headache a doctorOuch! That hurts! to breath to suffer to sneeze TPR WORDS stomacheyesto open headrunny noseto have a fever earsscratchy throat throatitchy eyes

–TPR (gestures) –Ask a story (TPRS) –Type up that story and read it –One Word Picture –Circling questions –Read and Discuss –Read and Draw –Word Chunk –Dictation –Popcorn Reading –Reader’s Theater –Choral Reading Teach 4 vocabulary structures at a time. Use your CI toolbox:

Or… If you are lucky to have a textbook with good readings…do the same thing with those readings. Backward Design from the Common Assessment you must give.

Chapter Schedule (10 days) Day 1 Dictation Choral Reading/Translation (in order to establish meaning) Days 2-3 TPR/TPRS (in order to introduce any new vocabulary or structures)

Chapter Schedule (10 days) Day 4 choral reading/translation of Embedded Reading #1 Pop-up grammar in English Post Reading Activity – Readers Theater, Read and Draw, etc

Chapter Schedule (10 days) Day 5 Activity – Word Chunk Game, Telephone Relay, etc

Chapter Schedule (10 days) Day 6 introduce culture Read embedded reading #2 Post Reading Activity – Read and Draw, Read and Discuss, etc Timed Write

Chapter Schedule (10 days) Day 7 LANGUAGE LAB DAY Day 8 Popcorn Reading of the original reading

Chapter Schedule (10 days) Day 9 Vocabulary quiz Review for the test Day 10 Test

CI Unit Planning Bob Patrick, Lauren Watson, Keith Toda

Start with the end 1. Is there a reading (story, culture discussion, essay, letter, newspaper article, video clip)? 2. Identify core vocab and structures.

Establish Meaning 4 new words ● word and English on board/wall ● point and pause ● SLOW

Circle while doing anything from your CI Trunk ● asking PQA ● asking a story ● telling a story ● working with one word pictures ● reading chorally, read and draw, read and discuss ● doing readers theater or acting

Circle Any time, during any activitiy, when it is clear that students are not clear about the meaning of a word or structure, circle it. Our only job is to deliver understandable messages in the target language.

A possible unit progression (Dictatio)Pop Corn Reading Ask/tell a storyWord Chunk Game One Word Picture (Dictatio) Reader’s theaterTimed Write Read and DrawAssessment Read and Discuss

CI Assessments Bob Patrick

Any CI activity can be an assessment Daily Engagement Assessment Pass out of class Dictatio What is false?

What is false/ A quiz over Mary Had A Little Lamb ●Mary had a huge lamb. ●Its fleece was white as ice cream. ●Everywhere that Mary slept, the lamb was sure to go. ●It pitched a fit at school one day. ●The custodians were all amazed.

Summative Assessments All assessments should look like how we teach and how students have learned. ●Focus on Comprehension ●Four-fold test: o comprehension based on stories/videos, et al 70% o grammar in context of comprehension 10% o culture connected to comprehension 10% o Other? based on current vocabulary 10%

Assessments Constantly ask: does this assessment look like how I have been teaching, how they have been learning? Production: only to the degree to which they are ready

Failure and Success Use every failure as an opportunity to learn. 80% rule Re-work, re-test, re-post in the gradebook. Make use of student tutors