1. S S caffolding What is it?

2. S S caffolding http://www.citylab.com/design/2013/11/some-people-arent-quite-ready- say-goodbye-washington-monuments-scaffolding/7564/ on 8/6/14 “A scaffold is a temporary structure that is constructed to help someone complete a task that would otherwise be very difficult.” Doug Buehl Read on http://www.weac.org/news_and_publications/education _news/2005-2006/readingroomoct06.aspx on 8/6/14. http://www.weac.org/news_and_publications/education _news/2005-2006/readingroomoct06.aspx

3. All tasks build up to language/content goals. Interaction between the teacher and student is collaborative (not just direct instruction). The tasks are in the “zone of proximal development” (not too easy, not too hard). The scaffolding is gradually removed until the learner can complete the task on his/her own. Excerpts from http://en.wikipedia.org/wiki/Instructional_scaffolding on 8/6/14.http://en.wikipedia.org/wiki/Instructional_scaffolding S uccessful S caffolding

4. Learner cannot do Learner can do with supports or guidance from the teacher Learner can do alone Zone of Proximal Development "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers" (Vygotsky, 1978, p. 86). Scaffolding Zone of Proximal Development

5. Downloaded from: http://www.weac.org/new s_and_publications/educati on_news/2005- 2006/readingroomoct06.as px on 8/6/14.

6. S How to S caffold up to an Assessment Consider the final task you wish students to be able to do. Brainstorm all of the language/skills they will need. Break those skills down into smaller, incremental parts. Build lessons and experiences that will help the learner practice the parts. Gradually take away the scaffolds until students are practicing on their own.

7. S How to S caffold an Activity Make sure it is in the Zone of Proximal Development (not too difficult or too easy). Visualize how the lesson will go and list up the areas where the students will have trouble and need support. Design visuals, gestures, handouts, or lesson order that will help alleviate those troubles, OR Change to a more accessible task.

8. Quarterly Exams

9. 10 questions A listening section with two or more audio texts(usually read by teacher to students) and English comprehension questions based on CCSS-related question types. Some embedded grammar questions. 10 questions A reading section with two or more teacher-created and authentic texts from the target culture and English comprehension questions based on CCSS-related question types. Some embedded grammar questions. 5 questions Picture to word. Map to word vocabulary matching. Quarterly Exams

10. What students must know: Students should study the vocabulary and concepts from the quarter before this exam. The exam is primarily based on students’ ability to make meaning from longer listening and reading texts. They will NOT and ARE NOT supposed to understand every word. They should focus only on answering the questions using the strategies and skills learned in class, not on translating the texts as they go.

11. S S caffolding How do we build scaffolds so that students are able to do the listening and reading tasks on the quarterlies?.

12. INTERPRETIVE TASKS MANTRA “Modify the task, not the text”

13. Interpersonal Writing Performance Task

14. Exceeds EOC Target Intermediate Low EOC High Target Novice High EOC Target Novice Mid/High Near EOC Target Novice Mid Below EOC Target Novice Low Scoring 54321 Comprehensi bility Can we understand you? Your writing is clearly understood, even when you have attempted to write about some newer or more difficult topics. Any errors in grammar or word choice don’t interfere with your message. You can generally be understood when you write about topics we have practiced in class. Any errors in grammar or word choice don’t interfere with your message. Your writing can be understood most of the time when you write about topics we have practiced in class. The reader may have to reread a phrase or sentence to understand. Errors in grammar or word choice do not interfere with your message. Your writing may difficult to understand at times due to errors in grammar or word choice. Your writing is very difficult to understand due to errors in grammar or word choice, or the task is not complete. Vocabulary use: How much language are you using? You use a wide variety of vocabulary and expressions to communicate with detail. You are beginning to string some sentences together logically. You are starting to create some of your own sentences and questions. You use a variety of vocabulary and expressions to communicate with some detail. You are writing in sentences, using language we have practiced in class. You use a sufficient variety of words, phrases, and simple sentences needed to communicate on familiar topics. You are writing in simple sentences we have practiced in class. You use a limited variety of word, phrases and simple sentences to minimally communicate your message on topics we have practiced in class. You use a few words or phrases to communicate your message on very familiar topics. Level I Interpersonal Writing Rubric 2014 NHPS World Languages Use for spontaneous writing tasks. End of Course (EOC) Target: Novice Mid/High on the ACTFL Proficiency Guidelines. Teachers: Use checks or circles to score each criteria, then give an overall score based on the column with the most check marks or circles. Score (1-5) Quarter_______ Student name_______________________________ Performance expectation for this student is_______

15. Exceeds EOC Target Intermediate Mid High EOC Target Intermediate Low EOC Target Novice High Near EOC Target Novice Mid/High Below EOC Target Novice Mid Scoring 54321 Comprehensi bility Can we understand you? Your writing is clearly understood, and you have attempted to include a variety of newer/difficult topics. Your writing is clearly understood, even when you have attempted to write about some newer or more difficult topics. Any errors in grammar or word choice don’t interfere with your message. You can generally be understood when you write about topics we have practiced in class. Any errors in grammar or word choice don’t interfere with your message. Your writing can be understood most of the time when you write about topics we have practiced in class. The reader may have to reread a phrase or sentence to understand. Errors in grammar or word choice do not interfere with your message. Your writing may difficult to understand at times due to errors in grammar or word choice. Vocabulary use: How much language are you using? You use a wide variety of vocabulary and expressions to regularly communicate with detail. You are communicating at the sentence level and the connected sentence level most of the time, often trying to create with language. You use a wide variety of vocabulary and expressions to communicate with detail. You are beginning to string some sentences together logically. You are starting to create some of your own sentences and questions. You use a variety of vocabulary and expressions to communicate with some detail. You are writing in sentences, using language we have practiced in class. You use a sufficient variety of words, phrases, and simple sentences needed to communicate on familiar topics. You are writing in simple sentences we have practiced in class. You use a limited variety of word, phrases and simple sentences to minimally communicate your message on topics we have practiced in class. Level II Interpersonal Writing Rubric 2014 NHPS World Languages Use for spontaneous writing tasks. End of Course (EOC) Target: Novice High/Intermediate Low on the ACTFL Proficiency Guidelines. Teachers: Use checks or circles to score each criteria, then give an overall score based on the column with the most check marks or circles. Score (1-5) Quarter_______ Student name_______________________________ Performance expectation for this student is_______ 15

16. INTERPERSONAL WRITING MANTRA “The more you write, the better your score!”

17. S S caffolding How do we build scaffolds so that students are able to do the listening and reading tasks on the quarterlies?.

18. What tasks scaffold writing? Listening Tasks Reading Tasks Fill-in-the-blank tasks Shorter writing tasks.

19. Interpersonal Speaking Performance Task

20. S S caffolding How do we build scaffolds for students to do well on the situation cards?

21. Let’s Brainstorm! Choose a practice card at your table. Talk about how you would model for students, using a “think aloud” method.

22. S Interpersonal S caffolds Lots of listening and reading tasks early in the unit. Give yes/no and choice questions early in the unit. Use TPR to teach vocabulary. Point to the choices for answers. GIVE easier situation cards

23. Easy Situation Cards Greet each other. One of you needs a pencil. The other one of you has two. Have a conversation. Both of you are walking down the aisle of the classroom. You bump into each other by mistake. Act it out. One of you is the teacher. One of you is the student. The student needs to use the bathroom. Act out the conversation. See more on the Intepersonal page at http://nhpsworldlanguages.wikispaces.com See more on the Intepersonal page at http://nhpsworldlanguages.wikispaces.com

24. Exceeds EOC Target Intermediate Low EOC High Target Novice High EOC Target Novice Mid/High Near EOC Target Novice Mid Below EOC Target Novice Low Score 54321 Comprehensi on Do you understand others? You understood all of the questions that were asked of you, AND you responded appropriately to some questions we have not practiced before. You understood all of the questions that were asked of you, if we had practiced them before. If asked an unfamiliar question, you made an attempt to reply. You understood all of the questions that were asked of you, if we had practiced them before. You understood most of the questions that were asked of you, if we had practiced them before. You could answer a few simple questions that we practiced in class. Vocabulary use: How much language are you using? You use a wide variety of vocabulary and expressions to communicate with detail. You use a wide variety of vocabulary and expressions to communicate with some detail, on familiar topics, as practiced in class. You use a sufficient variety of words, phrases, and simple sentences needed to communicate on very familiar topics. You use a few sentences that we have practiced in class. You were able to ask one or two simple questions. You can use short, memorized words and phrases maybe a memorized question such as “what is your name?” Language Level: How sophisticated is your speech? You are beginning to string some sentences together. You are starting to create some of your own sentences and questions. You are beginning to answer mostly in sentences, where appropriate. You were able to ask a variety of simple questions that we have practiced in class. You use a few sentence that we have practiced. You were able to ask more than two questions that we practice in class. You use a limited variety of words, phrases, and sentences to minimally communicate. You use a few words or phrases to communicate on very familiar topics. Communicati on Strategies Are you maintaining the conversation? You maintain the conversation through expressions, longer utterances, and/or some follow-up questions. You went well beyond the minimum requirements of the conversation. You maintain the conversation through expressions, longer utterances, and/or some follow-up questions. You are communicating and can be understood most of the time. You may hesitate or have minor pronunciation or grammar errors. You are communicating, but it is sometimes difficult to understand you due to errors in grammar, pronunciation, word choice, or lots of hesitation. It is very difficult to understand you due to errors in grammar, pronunciation, word choice, or inability to complete the task. Level I Interpersonal Speaking Rubric 2014 NHPS World Languages Use for spontaneous conversational tasks. End of Course (EOC) Target: Novice Mid/High on the ACTFL Proficiency Guidelines. Teachers: Use checks or circles to score each criteria, then give an overall score based on the column with the most check marks or circles. Score (1-5) Quarter_______ Student name_______________________________ Performance expectation for this student is_______

25. Exceeds EOC Target Intermediate Mid EOC High Target Intermediate Low EOC Target Novice High Near EOC Target Novice Mid/High Below EOC Target Novice Mid Scoring 54321 Comprehensi on Do you understand others? You understood all of the questions that were asked of you on a wide variety of everyday topics, AND you responded appropriately to some unfamiliar questions/comments. You understood all of the questions that were asked of you, AND you responded appropriately to some questions we have not practiced before. You understood all of the questions that were asked of you, if we had practiced them before. If asked an unfamiliar question, you made an attempt to reply. You understood all of the questions that were asked of you, if we had practiced them before. You understood most of the questions that were asked of you, if we had practiced them before. Vocabulary use: How much language are you using? You use a wide variety of vocabulary and expressions to regularly communicate with detail. You use a wide variety of vocabulary and expressions to communicate with detail. You use a wide variety of vocabulary and expressions to communicate with some detail, on familiar topics, as practiced in class. You use a sufficient variety of words, phrases, and simple sentences needed to communicate on very familiar topics. You use a few sentences that we have practiced in class. You were able to ask one or two simple questions. Language Level: How sophisticated is your speech? You are communicating at the sentence level and the connected sentence level most of the time, often trying to create with language. You are beginning to string some sentences together. You are starting to create some of your own sentences and questions. You are beginning to answer mostly in sentences, where appropriate. You were able to ask a variety of simple questions that we have practiced in class. You use a few sentence that we have practiced. You were able to ask more than two questions that we practice in class. You use a limited variety of words, phrases, and sentences to minimally communicate. Communicati on Strategies Are you maintaining the conversation? You can start, maintain and end a conversation, using relevant comments, questions and strings of sentences. You maintain the conversation through expressions, longer utterances, and/or some follow-up questions. You went well beyond the minimum requirements of the conversation. You maintain the conversation through expressions, longer utterances, and/or some follow-up questions. You are communicating and can be understood most of the time. You may hesitate or have minor pronunciation or grammar errors. You are communicating, but it is sometimes difficult to understand you due to errors in grammar, pronunciation, word choice, or lots of hesitation. Level II Interpersonal Speaking Rubric 2014 NHPS World Languages Use for spontaneous conversational tasks. End of Course (EOC) Target: Novice High/Intermediate Low on the ACTFL Proficiency Guidelines. Teachers: Use checks or circles to score each criteria, then give an overall score based on the column with the most check marks or circles. Score (1-5) Quarter_______ Student name_______________________________ Performance expectation for this student is_______

26. SPEAKING TASKS MANTRA “The more you speak, the better you score!”

27. Let’s Try!! Make sure you are in a language group. Two volunteers per table become “students.” Choose an actual quarterly card. You have 1 minute to prepare with your partner. Act out the dialogue for your table as if you are students. The rest of the table should use the Interpersonal Speaking Rubric for your level and score. Then, discuss the scores with everyone. If you finish, do it again with two different “students” of different ability levels.