1. Enhancing Performance in the
Presentational Mode

2. Focus Questions:
What is the difference between proficiency and performance?
How do I determine the performance level of a written text?
How do rubrics provide feedback and promote growth?
How do students develop writing skills?
Consider guiding principles for designing units and lessons that maximize student learning.
Laura Terrill

3. lterrilllakezurich.wikispaces.com
Laura Terrill

4. Performance and Proficiency
Laura Terrill

5. Proficiency Proficiency Independent of specific classroom instruction
Spontaneous
Broad content and context
Sustained performance across all the tasks and contexts for the level
Laura Terrill

6. Proficiency? What’s wrong? Do you have a headache?
List 10 parts of the body.
What’s wrong? Do you have a headache?
Conjugate the verb “to be”.
You have a new dog! What’s he like?
Use the future tense to say what you are going to do.
What will you do next weekend?
Replace the object with a direct object pronoun.
When did you have time to read that book?
Laura Terrill

7. Major Levels - Novice The “Parrot” Lists with words/phrases
Makes attempts at conversation
Memorized language
Telegraphic
Limited topic areas
WORD LEVEL
Like pixels/pixilated
Chantal Thompson
Laura Terrill

8. Major Levels - Intermediate
The “Survivor”
Creates with language; recombines and adapts learned material to express personal meaning
Asks and answers questions about familiar topics
Handles simple situations
SENTENCE LEVEL
Like several snapshots
Chantal Thompson
Laura Terrill

9. Major Levels - Advanced
The “Storyteller”
Full conversational partner
Speaks with confidence
Expands on a variety of concrete topics
Narrates and describes in present, past and future time frames
Handles a situation with a complication
PARAGRAPH LEVEL
Like a video
Chantal Thompson
Laura Terrill

10. (Threshold performance)
The LOW Sublevel:
(Threshold performance)
Sustained but skeletal for the level
“just hanging on”
BARELY there
Chantal Thompson
Laura Terrill

11. The MID Sublevel: quantity and quality for the level SOLID
some features of the next level
Chantal Thompson
Laura Terrill

12. The HIGH Sublevel: functions most of the time at the next higher level
“fall” from above
Remind participants to think of the “high” sublevel as the “fallen angel” rather than a “rising star”.
Chantal Thompson
Laura Terrill

13. Quantity and Organization of Language Expands
Text Type
Isolated words
Words and phrases
Discrete sentences
Strings of sentences
Connected sentences
Single paragraphs
Multiple paragraphs
Extended cogent discourse
Laura Terrill

14. Learning a language is like learning…..
Laura Terrill

15. ACTFL Proficiency Guidelines 2012 - Writing
Novice
Writers at the Novice level are characterized by the ability to produce lists and notes, primarily by writing words and phrases. They can provide limited formulaic information on simple forms and documents. These writers can reproduce practiced material to convey the most simple messages. In addition, they can transcribe familiar words or phrases, copy letters of the alphabet or syllables of a syllabary, or reproduce basic characters with some accuracy.
Intermediate
Writers at the Intermediate level are characterized by the ability to meet practical writing needs, such as simple messages and letters, requests for information, and notes. In addition, they can ask and respond to simple questions in writing. These writers can create with the language and communicate simple facts and ideas in a series of loosely connected sentences on topics of personal interest and social needs. They write primarily in present time. At this level, writers use basic vocabulary and structures to express meaning that is comprehensible to those accustomed to the writing of non-natives.
Advanced
Writers at the Advanced level are characterized by the ability to write routine informal and some formal correspondence, as well as narratives, descriptions, and summaries of a factual nature. They can narrate and describe in the major time frames of past, present, and future, using paraphrasing and elaboration to provide clarity. Advanced-level writers produce connected discourse of paragraph length and structure. At this level, writers show good control of the most frequently used structures and generic vocabulary, allowing them to be understood by those unaccustomed to the writing of non-natives.
Laura Terrill

16. Proficiency – Writing Prompt
You are entering a contest. If you win, you will get to spend as much money as possible in a week with one restriction — you may not spend it all buying things for yourself. The entry form requires you to write an essay about yourself. Do as well as possible to convince the judges to pick you as the winner. Address as many of the bullet points below and in as much detail as you can.
Describe yourself and your family. Tell about any activities you enjoy. Mention whether or not money is needed to do these activities.
Describe an experience in your past where you needed money, but didn’t have any or didn’t have enough. When and where did it occur? What happened? What did you do?
Describe how, if you win, you will spend the maximum amount of money possible in the week. How will you be different as a result of this one week? What impact would you like to make if you win the contest?
Laura Terrill

17. Sample 1
I want to win the contest because I want to transform my house. The house needs a lot of work. The floor is not very strong. The carpets on the stairs is not very cleaning. The shower in the bathroom does not work. There is not one light well in the entire house. And when I rested a bit how in my bed! I said ‘how terrible!” My relatives I don’t have much money for a bike. I have to go to school to the bus. I need money because I am going to buy two new cards for my relatives and a bike for me. I I like to go the movies to spend time with my friends but my relatives no to have for the movies, for the park, the zoo and more. I am afraid of the water and I do not like the sharks. But I have parents very well. I always go to my basketball and baseball juices. My father always helps me with to play the guitar. And my mother helps me with math questions.
Laura Terrill

18. Sample 2
I like to practice sports and rest. I am __ years old. I have blond hair. I to like milk and hamburgers. I have three sisters and no brothers. I a cat and two dogs. My mother is brunette. She is short and pretty. My father is very tall and handsome. My father likes hamburgers and soft drinks. My sisters less than my. Her sisters like art. My sisters very artistic. My dog likes to run. He likes the fruits and water. My family is always happy.
Laura Terrill

19. Sample 3
I am 14 years old. In my family I have three sisters. My sisters names is Ana, Susana and Maria. Ana is my twin and she is very nice sometimes. I have a mother and a father. My mother lives with my sisters and I, but my father lives in Denver. In my family I have a dog. My dog name is jack and he is very handsome. Jack is very small and is black and white. I is tall and very smart. My family us likes to television and we play sports. I juice basketball. Also I play the violin. Two activities need money. We watch television they need money because my mother needs to pay for the channels. We play sports I need money because my family they need to buy for the ball and clothes and athletic shoes….. (See handout)
Laura Terrill

20. Sample 4
I have a sister, a brother, a mother and a father at my house. I like I play basketball, piano, swimming, to dance and to sing. I need I bought the piano, the pool and music. At * I needed I bought the present for my sister. I didn’t have money. I was sad and my sister was sad. I wanted I bought the cat for my sister because she likes the cat a lot. I to win, I bought the cat for my sister. After I buy the pool for my father, the good guitar for my brother because he likes he plays the guitar a lot and we went the amusement park with my mother because she likes has amused. I invite my friends for the Bruno Mars concert because he is we favorite. I and my first want went the zoo because she likes the animals a lot. She likes the water animals more than the other things. I and my family and friends are very happy. I like them and I want to win because I want the things.
Laura Terrill

21. Sample 5
I have 4 people in my family. I have one brother. He is 14. He goes to middle school. My parents are 45 years old. On the weekend I like to race. From Monday to Friday I weight training. For running and weight training I do not believe money. I run 5 kilometers every weekend. In the afternoon I play computer games. I believe money for computer games, but I do no not have many money. I always meet my friend on the weekend. We see a movie. I do like to go dancing with my friend
Laura Terrill

22. Performance towards Proficiency
Demonstration of performance within a specific range (novice, intermediate, advanced) may be an indication of proficiency; performance on a variety of assessments provides evidence of how the learner may be rated for proficiency.
Laura Terrill

23. Performance and Proficiency
Laura Terrill

24. Performance Based on classroom instruction Practiced
Familiar content and context
Learners practice the functions and related structures, vocabulary through a variety of tasks to get ready for the final performance assessment tasks
Laura Terrill

25. NCSSFL-ACTFL Global Can-Do Benchmarks
Laura Terrill

26. NCSSFL-ACTFL Global Benchmarks Presentational Writing
Novice
Low
Mid
High
Intermediate
I can copy some familiar words, characters, or phrases.
I can write lists and memorized phrases on familiar topics.
I can write short messages and notes on familiar topics related to everyday life.
I can write briefly about most familiar topics and present information using a series of simple sentences.
I can write on a wide variety of familiar topics using connected sentences.
I can write on topics related to school, work, and community in a generally organized way. I can write some simple paragraphs about events and experiences in various time frames.
Laura Terrill

27. Advice, evaluation, grades—none of these provide the descriptive information that students need to reach their goals…..Whether feedback is just there to be grasped or is provided by another person, helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.
Grant Wiggins, 7 Keys to Effective Feedback,
Educational Leadership, September 2012
Laura Terrill

28. Feedback
The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback’.
But… (Educational Leadership, September, 2012)
The manner in which feedback is communicated to students greatly affects whether it has a positive or negative effect on student achievement.
John Hattie, Measuring the effects of schooling.
Australian Journal of Education 1992
Laura Terrill

29. Evaluative or Descriptive Feedback
Evaluative Feedback
Descriptive Feedback
Sums up achievement
Assigns a label
Expresses judgment
Often addresses behavior
Assesses the work presented
Diagnoses strengths and weaknesses 
Articulates what is needed in order to grow as a learner 
Laura Terrill

30. Evaluative or descriptive?
Exceeds Expectations
Meets Expectations
Not There Yet
no errors
1-2 errors
several errors
5 sentences
3-4 sentences
fewer than 3 sentences
3 transitions
2 transitions
1 transition
engaging
interesting
lacks creativity
excellent vocabulary
good vocabulary
repetitive vocabulary
on time
late
Laura Terrill

31. What are possible non-negotiables?
Work collaboratively with one or two other people;
Create a bibliography documenting the sources for the presentation:
Sources discussed in class should be included as appropriate;
Three authentic (French) sources not discussed in class must be included;
May include up to three authentic American sources;
Incorporate written and spoken text in the final product;
Include at least 3 ways to promote a balanced lifestyle;
Include references to balanced lifestyles of (French) teenagers;
Upload final product to class webpage.
Keys to Planning for Learning:
Effective Curriculum, Unit and Lesson Design
Laura Terrill

32. Feedback starts with a target.
Feedback can't work if students aren't trying to reach a learning target—or don't know what the target is, or don't care. In that instance, information is an answer to a question students aren't asking. Feedback without a learning target is just somebody telling you what to do. … When the learning target and the performance of understanding don't match exactly and the criteria aren't clear, students often experience feedback as evaluation or grading. Are students doing the work to comply with what they are being asked to do? or Are they doing the work to learn something they need to learn?
Preventing Feedback Fizzle
Susan M. Brookhart
September 2012, Educational Leadership
Laura Terrill

33. EVERY LEARNING TARGET is aligned with a CHECK FOR LEARNING.
CHECKING FOR LEARNING
EVERY LEARNING TARGET is aligned with a CHECK FOR LEARNING.
What will participants be required to do, say, make, or write by the end of any learning episode that will both deepen and assess their learning?
Stress that each learning target and every episode ends with a check for learning. That what is being taught is being acquired, that the new information can be applied.
Checking for Learning allows teachers to verify that content is not just being taught, but that it is being learned.
Laura Terrill

34. Checking for Learning Quick Write, Quick Draw Exit Slips Four Corners
Graphic Organizers
Kinesthetic Checks
One Minute Paper
Student Checklists
Misconception Check
Three-Minute Pause
One-sentence summary
One-Word Summary
My Opinions Journal
S O S Summary
My Top-10 List
List-Group-Label
Picture Note Making
Photo Finishing
Smart Cards
STARTALK has a guide written by Greg Duncan that focuses on checks for learning. Each of these is explained in that guide and might be something that is reviewed in pre-program professional development.
From: Checking for Learning, Greg Duncan Chapter 4 – pages 38 – 4 4
Laura Terrill

35. Feedback sparkles when…
Teachers set up feedback to be effective when the learning target and the performance of understanding match, when students have a clear idea of the criteria for their performance and get immediate feedback on that performance, and when they have an opportunity to perform this skill or activity again…before you give them a grade.
Feedback can't be left hanging; it can't work if students don't have an immediate opportunity to use it.
Preventing Feedback Fizzle
Susan M. Brookhart
September 2012, Educational Leadership
Laura Terrill

36. Good Feedback Is….
Timely. It arrives while the student is still thinking about the work and while there’s still time for improvement.
Descriptive of the work, not the student personally. It focuses on one or more strengths of the work and provides at least one suggestion for a next step. Don’t assume that your students know what they did well and that they only need corrections or fixes.
Positive. It shows how learning is a journey forward, and it’s honest about both strengths to build on and weaknesses to improve. Its tone conveys to the student that the teacher thinks of him or her as an active learner.
Clear and specific. It’s specific enough so the student knows what to do next, but it leaves the student with some thinking to do.
Differentiated. It meets the needs of each student with respect to the current work. For some students, a reminder is all that’s needed for a next step; others may need prompts or examples.
Timely. It arrives while the student is still thinking about the work and while there’s still time for improvement.
Descriptive of the work, not the student personally. It focuses on one or more strengths of the work and provides at least one suggestion for a next step. Don’t assume that your students know what they did well and that they only need corrections or fixes.
Positive. It shows how learning is a journey forward, and it’s honest about both strengths to build on and weaknesses to improve. Its tone conveys to the student that the teacher thinks of him or her as an active learner.
Clear and specific. It’s specific enough so the student knows what to do next, but it leaves the student with some thinking to do.
Differentiated. It meets the needs of each student with respect to the current work. For some students, a reminder is all that’s needed for a next step; others may need prompts or examples.
Source: How to Give Effective Feedback
to Your Students, S.M. Brookhart (2008)
Laura Terrill

37. ACTFL Performance Domains
Parameters of Performance
Examples
Functions
What types of communication can the learner understand and use?
Ask and answer questions
Describe a person, place, thing
Express likes, dislikes with reasons
Tell a story with detailed descriptions
Contexts and Content
What are the contexts (situations) in which the learner can communicate?
What are the topics that the learner can understand and discuss?
Oneself
Family
Community
Interests
Professions- occupational needs
Global issues
Text Type
What types of texts can the learner understand and produce in order to be a novice, intermediate, or advanced communicator?
Words
Phrases
Sentences
Questions
Strings of sentences
Paragraphs
Laura Terrill

38. ACTFL Performance Domains
Qualities of performance
What it describes
Language Control
How accurate is the language?
Learner’s level of control over the language they use
Vocabulary
How broad is the vocabulary?
The number of topics and related specificity that a learner can address
Communication Strategies
How does the learner maintain communication?
Strategies to negotiate meaning and express oneself
Cultural Awareness
How is cultural knowledge reflected in language use?
Products, practices, and perspectives used to communicate successfully
Laura Terrill

39. Presentational Rubric
Strong Performance 9
Meets Expectations 8
Approaches Expectations 7
Minimal Performance 6
Am I understood?
My writing is clearly understood; the reader understands the writer’s intent without extra effort. Errors do not interfere with message.
Good to consistent control of structure(s) studied in the unit.
My writing is generally understood; but reader may have to occasionally reread a phrase or sentence to understand. Errors do not interfere with message.
Partial control of structure(s) studied in the unit.
My writing is generally understood, but the reader may have to be willing to make a guess or reread to understand. Errors occur and do cause some confusion for the reader. Inappropriate or inconsistent use of studied structure(s).
My writing is extremely difficult to understand; Errors interfere with communication. Minimal or no use of studied structure(s).
How rich is my vocabulary?
I use a wide variety of familiar vocabulary, correctly and appropriately incorporate new expressions from the current unit of study. I include personal vocabulary.
I use a variety of familiar vocabulary, correctly and appropriately incorporate a few new expressions from the current unit of study.
I use simple, familiar vocabulary, correctly; and I may use a few new expressions from the current unit of study.
I rely on simple and very familiar vocabulary.
How well do I complete the task?
I complete each part of the task adding some details beyond given expectations.
I complete each part of the task.
I complete most of the task.
I complete some of the task, but key components are missing.
Laura Terrill

40. Presentational Rubric, part 2
Strong Performance 9
Meets Expectations 8
Approaches Expectations 7
Minimal Performance 6
How organized is my writing?
My ideas are presented in an organized manner. My sentences are varied and interesting and I use transitions to connect my thoughts.
My ideas are presented in a somewhat logical manner. I have some interesting sentences and use transitions to connect my thoughts.
My ideas are shared in a random fashion. My sentences follow a predictable pattern.
My ideas are not presented in a logical manner. I struggle to produce sentences and my thoughts may be incomplete.
How are knowledge and understanding of the target culture represented?
Comparisons between target language and American culture are accurately presented.
Information about the target culture is accurately presented.
Information about the target culture is presented, but may or may not be accurate.
The information that is shared is primarily from personal point of view. There is little to no mention of the target culture.
Laura Terrill

41. AP 5: STRONG performance in Presentational Writing
Effective treatment of topic within the context of the task
Demonstrates a high degree of comprehension of the sources’ viewpoints, with very few minor
inaccuracies
Integrates content from all three sources in support of the essay
Presents and defends the student’s own viewpoint on the topic with a high degree of clarity; develops a persuasive argument with coherence and detail
Organized essay; effective use of transitional elements or cohesive devices
Fully understandable, with ease and clarity of expression; occasional errors do not impede
comprehensibility
Varied and appropriate vocabulary and idiomatic language
Accuracy and variety in grammar, syntax, and usage, with few errors
Develops paragraph-length discourse with a variety of simple and compound sentences, and some complex sentences
Functions
Content and Context
Text Type
Language Control
Vocabulary
Communication Strategies
Cultural Awareness
Laura Terrill

42. Sample 1
I want to win the contest because I want to transform my house. The house needs a lot of work. The floor is not very strong. The carpets on the stairs is not very cleaning. The shower in the bathroom does not work. There is not one light well in the entire house. And when I rested a bit how in my bed! I said ‘how terrible!” My relatives I don’t have much money for a bike. I have to go to school to the bus. I need money because I am going to buy two new cards for my relatives and a bike for me. I I like to go the movies to spend time with my friends but my relatives no to have for the movies, for the park, the zoo and more. I am afraid of the water and I do not like the sharks. But I have parents very well. I always go to my basketball and baseball juices. My father always helps me with to play the guitar. And my mother helps me with math questions.
Laura Terrill

43. Sample 2
I like to practice sports and rest. I am __ years old. I have blond hair. I to like milk and hamburgers. I have three sisters and no brothers. I a cat and two dogs. My mother is brunette. She is short and pretty. My father is very tall and handsome. My father likes hamburgers and soft drinks. My sisters less than my. Her sisters like art. My sisters very artistic. My dog likes to run. He likes the fruits and water. My family is always happy.
Laura Terrill

44. PERA – Presentational Writing
Surviving 1 2 3 4 5
can copy some familiar words, characters or phrases
can identify common things with words and phrases
can write a few things about myself or very familiar topics using memorized phrases and simple sentences
can write a number of things about myself or very familiar topics using memorized simple sentences
can write briefly about familiar topics related to everyday life using a series of sentences
Laura Terrill

45. PERA – Presentational Writing
Developing 6 7 8 9 10
can write about familiar topics and experiences using a series of sentences with some details
can write to express personal opinions, describe, and narrate on topics of personal interest using connected sentences with many details
write about my daily life, interests, and experiences using connected sentences; write a description or story, using sequencing and transition words to form loosely structured paragraphs
write short communications, narratives, descriptions or explanations on familiar topics; use sequence and transition words to connect sentences into paragraphs; write about events in different time frames
can write to meet my personal and some academic writing needs; narrate and describe in three time frames; combine and link sentences into cohesive paragraphs
Laura Terrill

46. Common Core – Types of Writing
Narrative
To Convey Experience
Opinion/Argument
To Persuade
Informational
To Explain
Personal narrative
Fiction
Historical fiction
Fantasy
Narrative memoir
Biography
Narrative nonfiction
Persuasive letter
Review
Personal essay
Persuasive essay
Literary essay
Historical essay
Petition
Editorial
Op-ed column
Fact sheet
News article
Feature article
Blog
Website
Report
Analytic memo
Research report
Nonfiction book
How-to-book
Directions
Recipe
Lab report
Laura Terrill

47. Writers consume more than they produce.
Read like a writer.
“Steal” characteristics of good text.
Imitate familiar genres.
Keep a writing log. Write about the writing itself. Copy interesting sentences and comment on what makes them effective. Consider how the author gets the reader’s attention. Think about how you might use a certain technique.
We should not expect students to write off the top of their heads
Laura Terrill

48. Inquiry should inform writing throughout the process
can’t be a writer without being a thinker,
need to find, focus and develop ideas
Drafting
Revision
ability to discover textual clues and imitate them in different contexts for different audiences
develop a sensitivity to text, revise to address concerns about audience
And when we think deeply, we learn
Publication is the 4th step, but is not always necessary
Strategic Writing
Deborah Dean
Laura Terrill

49. Less is more? http://www.101words.org/ http://www.sixwordmemoirs.com
Length of Flash Fiction varies, but this site is 1001 words – prompts based on images
Laura Terrill

50. Six Word Memoirs
Laura Terrill

51. Moving from one level to the next…
SCOLT - Assessment to Inform Instruction
Moving from one level to the next…
At any level:
Perfection is NOT the goal
Need to feel successful within partial control, and push learners (level check – then probe), to get to full control
To get to the next level, focus on:
Elaboration (more specific and descriptive)
Narration (connection of ideas, sentences)
Using language to accomplish the function
Using language more spontaneously, more independently
Key Concept: learners demonstrate full control at their current level and push to the next level by demonstrating some evidence of partial control
Laura Terrill

52. Laura Terrill

53. Teach transitions but and then at first however often later perhaps
by the way
on the contrary
and
briefly
also
still, always
as, like
for example
in this way
suddenly
because
especially
in any case
finally
now
Laura Terrill

54. Look at My Book — How Kids Can Write & Illustrate Terrific Books
Loreen Leedy
Laura Terrill

55. Your turn- What is the story?
Laura Terrill

56. How organized is my writing?
Strong
Performance 9
Meets
Expectations 8
Approaches Expectations 7
Minimal Performance 6
My ideas are presented in an organized manner. My sentences are varied and interesting and I use transitions to connect my thoughts.
My ideas are presented in a somewhat logical manner. I have some interesting sentences and use transitions to connect my thoughts.
My ideas are shared in a random fashion. My sentences follow a predictable pattern.
My ideas are not presented in a logical manner. I struggle to produce sentences and my thoughts may be incomplete.
Laura Terrill

57. Collaborative Writing
List 8 words/phrases associated with this picture.
Share your list with your partner. Without talking, add a couple of words from your partner.
Next, write 3 or 4 sentences describing what is happening in the picture.
Look at the rubric for organization. What score are you giving yourself.
Share your writing with your partner.
Read your partner’s writing . Underline the most interesting sentence. Circle 2 sentences that could be more interesting.
Rewrite your paragraph. Consider how to use your most interesting sentence. Add detail to the 2 circled sentences. What score are you giving yourself on the rubric now?
Laura Terrill

58. Using Rubrics with Students
Give rubric to student before the assignment
Pair students. Have them explain the rubric to each other.
Give students a sample assignment to score.
Have students discuss ratings and evidence in assignment for those ratings.
Have each student do an assignment.
Have each student rate work using rubric.
Pair students. Have them explain reasons for their self-ratings.
Turn in work when partner agrees.
Laura Terrill

59. Fat Drafting – Build up a text before revising it
Fat Drafting – Build up a text before revising it. Acts of Revision: A Guide for Writers, Wendy Bishop
Mark the “center of gravity sentence” from each paragraph, the sentence that seems “core, crucial, provacative, evocative, and so on”. List these sentences somewhere else and write more about each one.
Expand mindfully. Between each paragraph, write a new paragraph. If the writing is only one paragraph, add a sentence between each sentence.
Put subtitles in the text. Before and after each one add transitional sentences: summarize, forecast, expand, connect, contextualize.
Circle five important or thought provoking words in the text. Freewrite on each one. The same can be done with sentences or quotations.
Consider your draft as if it were a hypertext. With markers indicate where you would create a link—and then write the text of those imagined links. Consider how to insert this information into the text.
There are 44 suggestions in Acts of Revision and a few more in Strategic Writing
Laura Terrill
adapted from Strategic Writing, Deborah Dean

60. Look at My Book — How Kids Can Write & Illustrate Terrific Books
Loreen Leedy
Laura Terrill

61. Composition Correction Reference Sheet
The error chart lists codes for your writing errors. You will use the codes and the samples provided to assess and correct the mistakes that you made in your
composition.
Code
Explanation
Sample
1. sp
Spelling mistake sp
J’aime bein (bien)
2. s/v
Subject and verb need to agree
s/v
Où est-ce que tu habite? (habites)
3. n
Noun / adjective agreement n
J’adore le petite chien noir. (petit)
4. m
Mood – use indicative or subjunctive correctly m
Il faut que tu fais tes devoirs. (fasses)
Laura Terrill

62. Composition Correction Chart
Use this chart to keep track of the number and type of errors that you made in each composition. Your goal is to continue to reduce the number of errors that
you make in each category.
Devoir 1 2 3 4 5 6 7 8 9 10
Titre
1. sp
2. s/v
3. n
4. m
Laura Terrill

63. What about discrete point skills?
Laura Terrill

64. P A C E Grammar in Context resentation ttention o-construct xtend
Curriculum Design
Grammar in Context P A C E
o-construct
ttention
resentation
xtend
Laura Terrill
L. Terrill

65. I can say what I did to celebrate a holiday.
Read and/or listen
Talk about it
Write about it
Laura Terrill

66. Laura Terrill

67. Qu’est-ce que tu as fait pour célébrer la fête de Saint Valentin?
la question
Oui….
Non….
célébrer
Tu as célébré…?
Oui, j’ai célébré…
Non, je n’ai pas célébré…
dîner
Tu as dîné….?
acheter
écouter de la musique
voyager
regarder un film
Je n’ai rien fait! Je déteste la fête de Saint Valentin!
Oui, j’ai dîné.
Non, je n’ai pas dîné.
Co-construct
Pretend you are the author of a grammar textbook. How would you explain the rule?
Laura Terrill

68. Guess the answer. J’ai acheté des fleurs.
Tu as regardé un film?
Tu as écouté de la musique?
Tu as acheté du parfum?
Tu as dîné au restaurant? ….
....
Exit Slip: Write 3 things you did or didn’t do for Valentine’s Day.
Laura Terrill

69. Write to incorporate structures.
Write a short description as if you are the one in these pictures. Write as much as you can. Include:
personal details – name, age, nationality, where you are from
physical traits and personality traits
Laura Terrill

70. Yesterday – Today - Tomorrow
What are
you going
to do?
What did
you do?
What are you doing?
Laura Terrill

71. Vocabulary “Quizzes” Create a sense of personal challenge.
Give students a prompt and (2) minutes to write as many words as they can. Let them self-correct and compare their results with others if they want to. It’s a personal competition, not one that someone would win.
Two days later, give the same prompt and repeat the scoring process. They check their own work. Their personal goal is to improve their own performance.
Sample prompts
List school supplies that are likely to be found in a typical American backpack.
Name classes you really like and give reasons.
Name classes that are not your favorites and give reasons.
Laura Terrill

72. Vocabulary in Context
It’s difficult for me to decide where to go on _________. I really love the _______ because I like to swim. But, I also enjoy the being in ________ where I can walk and hike. The most important thing is to be able to relax and spend time with family or friends. _______ are often too busy because there is so much to see like museums and monuments. Of course, it’s an _________ to try new food in different restaurants.
cities beach adventure vacation parks mountains
Laura Terrill

73. Grammar in context
You’ve been asked how children around the world go to school. How would you answer the question?
Comment les enfants ________ à l’école?
Moi, je ________ souvent à l’école en bus mais quelquefois mes amis et moi ___________ en voiture.
Les enfants à Abidjan _________ à pied.
Au Sudan, Marie y __________ à cheval.
Anne et moi habitons près d’un fleuve et nous y________________ en bateau..
Et toi, comment tu _______ à l’école?
Laura Terrill

74. Grammar in context
Your friend has sent you a postcard describing his visit to Paris. You are trying to figure out what he did when. Complete each of his sentences with the correct form of the verb “visiter”.
Me voilà à Paris! Ce matin, j’ai déjà ______le Louvre, un très grand
musée. Maintenant je _______ la Tour Eiffel d’où j’écris cette carte
postale. Et ce soir je vais ________Montmartre. Et toi, quand
tu es allé à Paris, qu’est-ce que tu as ________?
Here I am in Paris. This morning I already visited the Louvre, a very large museum. Now, I am visiting the Eiffel Tower where I am writing this postcard. And tonight I am going to visit Montmartre. And you, when you went to Paris, what did you visit?
Laura Terrill

75. Does it Count?
Laura Terrill

76. 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.
Laura Terrill, FLAME 2015

77. What percentage of your grade is allocated
to interpersonal (unrehearsed) communication?
Markus Koljonen – website:
Laura Terrill

78. Inappropriate Grading Practices
Rating homework and first efforts
Using averages exclusively
Using zeros indiscriminately
Combining attitude and effort with achievement
Applying severe penalties to late work
Giving extra credit or bonus marks
Distinguishing between excused and unexcused absences
Applying assessment penalties to academic dishonesty
Not giving special consideration to recent achievement
Including group scores in individuals grades
Basing grades on — poor quality assessments, assessment methods, unclear or limited performance standards
Basing grades on a “lurking” bell curve
Laura Terrill, FLAME 2015
Adapted from How to Grade for Learning, Ken O’Connor

79. Standards-based Grading
Category
Percent
Description
Learning Checks 10
Achievement - homework, participation, in-class work, vocab and grammar quizzes
Interpretive 30
Performance - reading/listening based on authentic text that they are seeing or hearing for the first time
Interpersonal
Performance - unrehearsed communication with a partner, teacher is not a partner
Presentational
Performance - rehearsed writing or speaking, ideally for an audience beyond the teacher
Consider retakes on Interpersonal and Presentational “On Demand”.
Laura Terrill

80. Getting the most out of a text
Read and/or listen
Talk about it
Write about it
How can you best use this text in the interpretive mode?
What interpersonal conversation would students be likely to have on this topic?
What might students do in the presentational mode as a way of making learning more concrete?
Laura Terrill

81. Un enfant réalise son rêve grâce à une photo
Laura Terrill

82. Inferencing What is going on in this picture
What do you see that makes you say that?
What more can we find?
visualthinkingstrategies.org
Laura Terrill

83. Daniel fait ses devoirs dans la rue, à la lumière d'un magasin.
Daniel Cabrera a 9 ans. Il vit aux Philippines, un pays d'Asie du Sud-Est, situé à plus de kilomètres de la France. Les Philippines sont constituées de plus de îles. Daniel vit à Cebu, une île située au centre de l'archipel philippin.
Students write questions in target language that are answered in the text.
Laura Terrill

84. Daniel fait ses devoirs dans la rue, à la lumière d'un magasin.
Que nous montre cette photo? Daniel est assis dans la rue, la nuit est tombée ; il a posé son cahier sur un tabouret et il fait ses devoirs à la lumière d'un fast-food, près de chez lui. Le petit garçon est très déterminé, il veut devenir policier… et médecin. Il sait que pour réussir il lui faut aller à l'école. Daniel est d'autant plus motivé qu'il vit dans un pays très pauvre : 1 Philippin sur 4 vit dans un bidonville, et n'a pas toujours de quoi manger. Beaucoup de petits Philippins travaillent ou mendient au lieu d'aller à l'école.
Students select or are given
3-4 important words and then explain why they are important.
Laura Terrill

85. Write 5 sentences about Daniel….
Daniel goes to school. He studies a lot. He reads. He writes. He is intelligent.
Rewrite as one sentence
When it’s sunny and hot in the summer I love to go to the beach so my friend and I can swim and play volleyball.
Must have a minimum of 25 words.
Laura Terrill

86. Contemporary Life: Schooling Around the World EQ: What role does school play in our lives
You’ve just received this schedule from a student who will be moving to your school. He/she is writing to see what is similar and different. Explain your schedule so that he/she will know what to expect. Add any details that seem appropriate and interesting. Be sure to say what you like and don’t like about this schedule.
Laura Terrill

87. Gist – 5 Ws and 1 H
Teacher asks a text-dependent question — who, what, when, where, why or how.
Each student writes an answer that is supported by textual evidence.
Students share answers.
Students are paired. The students collaborate to write the best possible answer, combining their ideas and/or using ideas they heard from other students.
Laura Terrill

88. With Academic Language
Generative Sentence
Teacher selects key word “retina”.
Each student explains/uses that word in the context of the reading.
Student generated sentences reveal understanding of the text.
With Academic Language
Teacher selects key word “retina”.
The teacher frames the word. According to the text, the function of the retina is__________
Student generated sentences reveal understanding of the text.
Laura Terrill

89. Found Poems Students select a certain number of key words or phrases.
They copy those words or phrases onto separate slips of paper.
Those words or phrases are arranged into a new “poem”.
Frederick Douglass
Freedom Bound —Barely 16
Freedom bound—Headed for trouble
Freedom bound—…...
Freedom bound—A free man!
The Language Rich Classroom, Himmele & Himmele
Laura Terrill

90. Content-Based “I Am” Poems
Science Example
Social Studies Example
I am a dormant volcano. I wonder when my time will come. I hear a rumbling beneath the Earth’s surface. I see the clouds out of my vast crater. I want to explode!
I am a wealthy Pompeii villager I wonder what the future of this great city holds I hear an explosion I see pumice, ash and panic I want to escape this catastrophe
The Language Rich Classroom
Himmele & Himmele
Laura Terrill

91. “If you want to feel secure, Do what you already know how to do.
If you want to be a true professional and continue to grow…
Go to the cutting edge of your competence,
Which means a temporary loss of security.
So whenever you don’t quite
know what you’re doing,
know you’re growing!”
Madeline Hunter 1987
Laura Terrill

92. Thank You Laura Terrill lterrill@gmail.com
lterrilldgrove.wikispaces.com
Laura Terrill