1. Beginning Spanish high frequency language input through stories

2. Why learn spanish? “ With well over 35 million Spanish speakers in the United States, and with over 40% of the population growth being among the Hispanic people, the stage is set for an enormous increase in Spanish usage in the United States. ” studyspanish.com

3. a little about me, the teacher My name is Sherry Christiansen. I have been teaching Spanish for Duluth Edison Schools since 2006. I have a B.A.in Spanish, B.A.A. in Teaching Spanish and a certificate in educational technology. My teaching passion is using a methodology known as TPRS (teaching proficiency through reading and storytelling). Find out more at BenSlavic.com I’m also a mother of a 4th grade girl, Meesha, and several animals on our hobby farm.

4. How to learn spanish? (It’s Probably different from how you learned) “ For thousands of years kids learned languages by listening to them. Meaningful, comprehensible input (what TPRS focuses on)was all they knew, so the languages they heard were easy for them. Adults would say things to them that had meaning, look them in the eyes, tell them stories, pause if they didn't understand, look for their reaction, smile and laugh, sing them songs, and, on a good day, even chant. Adults would ask them questions repeatedly. They learned because it felt right, because what they heard meant something to them. Then...adults started asking kids to learn languages not by listening to them, but by looking at them, how they were constructed, the pieces of language, etc. Kids were forced into analyzing language, trying to understand what an adverb is...They saw that their success depended on their ability to grasp these ideas. They stopped listening to the language in a way that had meaning to them, and they started conjugating verbs. Kids learned slowly. Many gave up and put their heads on the desk. It felt wrong to them. But it went on for a hundred years. It is still going on. ” (excerpt taken from “ TPRS and Language Learning History ” by Ben Slavic)

5. Grading is based on the nationally recognized standards for language communication: ~50% interpersonal: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. (Students grade themselves based on a rubric.) ~50% intepretive/presentational: : Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers.(Quizzes, writings and skits) - See more at: http://www.actfl.org/publications/all/world-readiness-standards-learning-languages#sthash.ynQyhZAS.dpuf

6. interpersonal rubric INTERPERSONAL SKILLS "The skills you use to try to understand Spanish" Rate yourself 1-5 for your overall performance in Spanish class over this length of time: ? *ATTENTIVE = NOTHING ON DESK OR LAP; SITS UP; MAINTAINS EYE CONTACT WITH SPEAKER; LISTENS WITH INTENT TO UNDERSTAND; RESPONDS TO STATEMENTS /QUESTIONS WITH SHORT ANSWERS OR GESTURES. DOESN’T BLURT.

7. interpersonal rubric (cont) 5 – All skills in 4, plus voluntarily speaking in Spanish 4- (A/B) Answers teachers questions immediately and in Spanish 3 – (B/C) Responds in Spanish and does the gestures regularly. Sometimes forgets o signal ?when don’t understand. 2- (D) Attentive, but doesn’t do gestures and sometimes forgets to use the stop signal. 1- (F) NOT ATTENTIVE: NO EYE CONTACT OR EFFORT. **NOTE THAT DEMONSTRATION OF SKILLS AT LEVEL 4 DOES NOT DEPEND ON THE STUDENTS’ RATE OF PROCESSING, OR THEIR ABILITY TO SPEAK OR WRITE, BUT ON THE STUDENT’S DEMONSTRATED USE OF THE SKILLS TO NEGOTIATE MEANING IN THE TARGET LANGUAGE.