Ohio handout.pptx - Laura Terrill

4/9/14 2
Assessing for Learning:
“To begin with the end in mind means
to start with a clear understanding of
your destination. It means to know
where you are going so that you better
understand where you are now so that
the steps you take are always in the right
direction.”
What Can Students Say, Understand and
Share?
Stephen Covey
Laura Terrill
Independent Consultant
3
Individual Accountability Allow students to practice an answer using a strategy such as think-pairshare. Then, call on 3-4 students at random to give the answer. Students who
have practiced with their partner or group should be able to give a solid
answer. A good answer scores a 10. A zero is given only when students do not
know what is expected. Use the index cards over the course of a marking
period. Total the points. If some students have 4 answers and others have 2,
use 3 as the average or 30 points. Drop the lowest score for those who have 4
answers, use the average of the 2 to determine a third score for those who
have 2. Put the score into your gradebook in an appropriate category.
4
Teaching is …… what occurs
outside the
head.
Ruby Payne
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1 4/9/14 5
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Learning is …… what occurs
inside the
head.
Ruby Payne
image: artsjournal.com
Performance TOWARD Proficiency
NCSSFL-ACTFL
Global Can-Do
Benchmarks
NCSSFL-ACTFL Global Can-Do Benchmarks
Interpersonal
Novice
Low
Novice
Mid
Novice
High
Intermediate
Low
Intermediate
Mid
Intermediate
High
I can
communicate
on some
very familiar
topics using
single words
and phrases
that I have
practiced and
memorized.
I can
communicate
on very
familiar
topics using a
variety of
words and
phrases that I
have
practiced and
memorized.
I can
communicate and
exchange
information about
familiar topics
using phrases and
simple sentences,
sometimes
supported by
memorized
language. I can
usually handle
short social
interactions in
everyday
situations by
asking and
answering simple
questions.
I can
participate in
conversations
on a number of
familiar topics
using simple
sentences. I
can handle
short social
interactions in
everyday
situations by
asking and
answering
simple
questions.
I can participate in
conversations on
familiar topics
using sentences
and series of
sentences. I can
handle short social
interactions in
everyday
situations by
asking and
answering a
variety of
questions. I can
usually say what I
want to say about
myself and my
everyday life.
I can participate
with ease and
confidence in
conversations on
familiar topics. I
can usually talk
about events and
experiences in
various time
frames.
I can usually
describe people,
places, and things.
I can handle social
interactions in
everyday
situations,
sometimes even
when there is an
unexpected
complication.
2 4/9/14 9
Novice express feelings and emotions
Function (s):
state personal feelings
Accuracy:
verb “to be”, adj.
agreement
12
21st Century Skills
•  Communication
•  Collaboration
•  Critical Thinking and Problem Solving
•  Creativity and Innovation
3 4/9/14 13
Standards-based Curriculum
Common Core
•  Designed with an overall end in
mind; the focus is on what learners
should be able to do
•  Focus on transfer; independent
performance allowing learner to
handle new situations on their own
•  Allow for the integration of
essential skills
•  Do not tell teachers what to teach;
do not offer a list of topics or skills
•  Balance of Informational and Literary Texts •  Close Reading of Increasingly Complex Texts •  Use of Evidence-­‐Based Arguments •  Interaction with Multiple Print, Auditory, and Visual Sources Adapted From Common Core Standards to Curriculum – Five Big Ideas
McTighe and Wiggins
15
Common Core State Standards
for English Language Arts and Literacy
Distribution of Literary and Informational Passages
by Grade in the 2009 Reading Framework
16
Common Core Writing Standards
•  Three types of writing •  The writing process •  The quality of student writing Grade
Literary
Informational
4
50%
50%
8
12
45%
30%
55%
70%
•  Writing as integral even for very young students •  Writing across all disciplines and for real purposes Pathways to the Common Core
Accelerating Achievement
Calkins, Ehrenworth, Lehman
4 4/9/14 17
They come to understand other
perspectives and cultures.
Writing 2011
Target Percentage Distribution of NAEP writing tasks
Communicative
Purpose
To persuade
To explain
To convey experience
Grade 8
Grade 12
35
40
35
30
40
20
18
Communication: knowing how, when
and why to say what to whom
19
20
Focus on Curriculum, Instruction and Assessment
© Clementi & Terrill
5 4/9/14 21
22
Importance of Authentic Texts
Mindset for Curriculum Design
!  Communicatively Purposeful: Building Toward Proficiency
!  Culturally Focused: Developing Interculturality
Authentic Text – text
written by speakers of
the target language for
speakers of the
language
!  Intrinsically Interesting: Relevant to Learners
!  Cognitively Engaging: Requiring Critical Thinking Skills
!  Standards-Based: Reflecting Goals for Learning Languages
image: http://1jour1actu.com/science/blobfish/
--Adapted from Helena Curtain
23
Jean and Andre
Jean and Andre are brothers. Jean is older.
The two go to a school which is found less
than five kilometers from their home in Paris.
Although there is a difference in age of three
years between the two brothers, their grade
levels are only two years apart. Andre is in
sixth grade.
What grade is Jean in?
24
Education Systems: U.S. and France
U.S.
Grade Level
France
Grade Level
6
6
7
5
8
4
9
3
10
2
11
1
12
terminale
Enriching Content Classes for Secondary Students (National Level)
6 4/9/14 25
Complex Thinking — Simple Language
In Search of the Coquí
No soy un abrigo.
Helena Curtain
28
Language and
Level / Grade
Spanish Novice Mid- High
Theme/Topic
Discovery: In Search of the Coquí
Essential
Question(s)
•  How do we begin to understand another place?
•  Why is the rainforest so important?
Goals
Students will be able to:
•  locate and name traits common to rainforests;
compare local natural areas to rainforests
•  discuss activities common to Puerto Rico identifying
those things that they want to do
•  explore websites for information on Puerto Rico and
the El Yunque rainforest
•  create an informational story that makes others
aware of Puerto Rico and the beloved coquí
In Search of the Coquí
Students will travel to various sites in Puerto Rico
in search of the elusive coqui. They will begin their
search in El Yunque and will learn a bit about
rainforests in general before exploring El Yunque
in detail. They will then travel to other parts of the
island in search of the coqui. As they travel the
island they will visit various sites and encounter
island specialties. They will work with a classmate
to design their ideal short term vacation in Puerto
Rico and will create a campaign that will draw
attention to the endangered coqui.
7 4/9/14 Student Can-do’s
say what you do in the rainforest
comment on foods you eat/drink
name and describe animals that live in the
rainforest
comment on the weather
identify common features found in rainforests
say why I want or don’t want to
visit certain places in Puerto Rico
identify where rainforests are found in the
world
name and describe animals that
live in the rainforest
Not
yet
comment on foods you eat/drink
With
some
help
say what you do in the rainforest
Yes
identify common features found in
rainforests
I can
identify where rainforests are found
in the world
Teacher Observation Check List
Student 1
say why I want or don’t want to visit certain
places in Puerto Rico
Student 2
comment on the weather
Student 3
31
ACTFL Integrated Performance Assessment
Interpretive
Students listen to, read and / or view an authentic
text and answer information as well as
interpretive questions to assess comprehension.
The teacher provides students with feedback on
performance.
Presentational
Students engage in the
presentational mode by sharing their
research/ideas/opinions. Samples
presentational formats: speeches,
drama, skits, radio broadcasts,
posters, brochures, essays, websites,
etc.
Interpersonal
After receiving feedback
students engage in
communication about a
particular topic which relates
to the interpretive text.
Standards-based Performance Assessment
Interpre(ve Mode Interpre(ve Mode Interpre(ve Mode Students will read and view short They will watch a short video on Learners will read an arEcle on texts on different aspects of the endangered coqui and the rain forest and will Puerto Rican culture. They will indicate the major factors demonstrate comprehension by use the informaEon from the contribuEng to the plight of the compleEng a graphic organizer. texts to create a schedule for coquí. They will consider the their Eme in Puerto Rico. environmental impact of different tourist acEviEes and evaluate their schedule in terms of eco-­‐tourism. Presenta(onal Mode Students will create an addiEonal event for the story Everywhere Coquís. They will idenEfy another locaEon on the island of Puerto Rico for the coquís as they aKempt to escape from the parrots in the rainforest. They will select a locaEon, say what the coquís see and do while there and then indicate that they are moving on. Interpersonal Mode Students will select at random various images of Puerto Rico and will role play a conversaEon to decide what they will do while on vacaEon in Puerto Rico. They will discuss the environmental impact of their tourism on the island. 8 4/9/14 34
Standards-based Performance Assessment
Interpre(ve Mode Interpre(ve Mode Interpre(ve Mode Students will read and view short They will watch a short video on Learners will read an arEcle on texts on different aspects of the endangered coqui and the rain forest and will Puerto Rican culture. They will indicate the major factors demonstrate comprehension by use the informaEon from the contribuEng to the plight of the compleEng a graphic organizer. texts to create a schedule for coquí. They will consider the their Eme in Puerto Rico. environmental impact of different tourist acEviEes and evaluate their schedule in terms Communication
– Collaboration – Creativity
of eco-­‐tourism. Three Modes of Communication
Interpretive
– Critical Thinking
Presenta(onal Mode Students will create an addiEonal event for the story Everywhere Coquís. They will idenEfy another locaEon on the island of Puerto Rico for the coquís as they aKempt to escape from the parrots in the rainforest. They will select a locaEon, say what the coquís see and do while there and then indicate that they are moving on. Interpersonal Mode Students will select at random various images of Puerto Rico and will role play a conversaEon to decide what they will do while on vacaEon in Puerto Rico. They will discuss the environmental impact of their tourism on the island. Presentational
Interpersonal
36
What is the mode of communication?
1
Prepare a poster about your
favorite sport.
Presentational
2
Watch a travel video and jot down
places of interest.
Interpretive
3
Talk about what to do on the
weekend.
Interpersonal
4
Send a letter to an e-pal.
Interpersonal
5
Create a graphic organizer for new
vocabulary.
Interpretive
6
Create a skit where you buy
something in the market.
Presentational
Interpretive
9 4/9/14 Interpretive Communication….
is not
Traditional Format
Reading
assignment
given
is
translation.
context-driven understanding
(gist).
a hunt for trivial details.
whole picture; mediating meaning
with the text; a focused task.
glossed readings; teaching all new
vocabulary first.
familiar words in new context; and
new words in a familiar context.
reading, listening or viewing from
the reader’s perspective only.
using the author’s perspective and
cultural perspective.
reading word for word.
re-phrasing chunks; retelling;
predicting; and using structural
clues.
Independent
reading
Discussion to
see if students
learned main
concepts, what
they “should
have” learned
Adapted from McREL blackline masters The Blurvle Ceremony
The axtlzbn is worn primarily by meebs for the
blurvle ceremony each kipto. It consists of a wlomb
made of cygde and tied with a qorf. It is decorated
with many hujas.
Strategic
Format
Prereading activities:
Discussion
Predictions
Questioning
Brainstorming
Setting Purpose
1. Describe the axtlzbn.
2. Who wears an axtlzbn?
3. What ceremony is it for?
4. Fill in the blanks: The _____is worn
Guided ACTIVE
silent reading
Activities to clarify,
reinforce, extend
knowledge
by _______for the ________.
10 4/9/14 It is really quite simple. First you arrange things into
different groups. Of course, one group may be sufficient
depending on how much there is to do. It is important
not to overdo things. That is, it is better to do too few
things than too many. In the short run this may not
seem important but complications can easily arise. A
mistake can be expensive. At first the whole procedure
will seem complicated. Soon, however, it will become
just another facet of life. It is difficult to foresee any end
to the necessity of it. After the procedure is completed
one arranges the materials into different groups again.
Then the groups can be placed in their appropriate places.
Eventually, they will be used once more and the whole
cycle will then have to be repeated.
Traditional Format
Reading
assignment
given
Independent
reading
Discussion to
see if students
learned main
concepts, what
they “should
have” learned
Strategic Format
Prereading
activities:
Discussion
Predictions
Questioning
Brainstorming
Setting Purpose
Guided ACTIVE
silent reading
Activities to
clarify,
reinforce,
extend
knowledge
During Reading
Before Reading
• Discussion
• Prediction
• Questioning
• Brainstorming
• Setting purpose
• Guided
• Active
• Silent
• Individual
11 4/9/14 Everywhere Coquis! / ¡En dondequiera coquíes!
Nancy Hooper
ISBN 0942929144
After Reading
A
C
T
I
V
E
•  clarify
•  reinforce
•  extend knowledge
A.C.T.I.V.E.
A.C.T.I.V.E.
Connect:
• Text-to-self
• Text-to-text
• Text-to-world
Ask Questions
Who?
Where?
If….then?
What?
Why?
Who can?
When?
Which would?
How did?
Thick questions vs. thin questions
Read aloud a short text and think aloud your comments.
Interesting idea
I disagree
I remember
I wonder
I’m confused
Important idea
I’m surprised
12 4/9/14 A.C.T.I.V.E
Track Down
Determine the most important
ideas and themes.
Word level - pick out the words that carry the meaning
of the sentence
Sentence level - pick out key sentences
Text level - pick out key ideas, concepts and themes
A.C.T.I.V.E.
Making Inferences
Make inferences by creating personal
meaning or by creating a meaning
that is not stated explicitly.
Good readers use their prior knowledge and information
from the text to draw conclusions, make judgments and
predictions, and form interpretations about what they are
reading. Allow great latitude for inferences provided that the
reader can defend his or her inferences with a description of
relevant, prior knowledge and specific text.
52
A.C.T.I.V.E
Visualizing
Create visual and other sensory
images during and after reading.
A.C.T.I.V.E
Visualizing
claves
güiros
maracas
cuatros
vejigante masks
santos
Ask students to read, discuss and then draw what they
see happening in the text. Drawings can be done on
transparencies and shared with the class. Students
might also be asked to select a song that relates to the
text.
13 4/9/14 R.A.F.T.
A.C.T.I.V.E
Role
Audience
Format
Topic
parrot
coquís
letter
Complaining about the
noise
parrot
coquís
song
Begging them to return
coquís
parrots
note
Apologizing for keeping
them awake
people of Puerto
Rico
coquís
poem
Expressing how much
you love their sounds
and what they mean to
you
?
?
?
?
Eureka!
Retell or synthesize what has
been read.
Good readers attend more directly to character, setting,
conflict, sequence of events, resolution, and theme in
fiction and to text patterns such as description,
chronology, cause and effect, comparison/contrast, and
problem/solution in nonfiction. They use their
awareness of these elements to make decisions about
overall meaning.
Teaching Nonfiction Reading
We need to teach students:
1
•  How to use the questions we give them and how to
create questions of their own.
•  How to use clues an author provides to identify main
ideas and supportive details.
•  How to successfully summarize and retell the important
information both during and after reading.
2
Read
Cover
3
4
Remember
Retell
•  How to recognize the most common textual patterns
— comparing and contrasting, explaining causes and
effects, laying out a sequence of events, describing a
process.
Adapted from Discovering Nonfiction: 25 Powerful Teaching Strategies
14 4/9/14 57
Juan Ponce de León, the explorer, was born
in Valencia, Spain, in 1460. As a teenager
he joined Spanish forces that defeated the
Moors. In 1493 he accompanied Cristóforo
Colombo in his second voyage to America.
Later Ponce de León was granted a
commission to explore Borinquen. He then
set out to colonize the island of San Juan
Bautista and build the first settlement
called Caparra. He served as first governor
from 1509-12. During his term as governor
the island's name was changed from San
Juan Bautista to Puerto Rico. Ponce de
León went on to achieve other
accomplishments. His tomb is found at the
San Juan Cathedral in Old San Juan. His
family estate is the Casa Blanca, another
popular tourist site.
Proof for / Proof against
Proof
Against
Proof
For
Animals in El Yunque are
similar to those found in
continental rainforests
Many plants that cure
cancer come from
rainforests.
Scientists feel they have
already found most of the
beneficial plants located in
rainforests.
http://www.elboricua.com/BoricuaKids.html
¿Te fijas sólo en lo grande?
¡Lo pequeño es importante!
No pases por alto las plantes y los
animales más pequeños. El
Yunque aloja muchos pequeños
habitantes sin los que el bosque
no podria sobrevivir. Aqui no hay
jaguares ni monos. Hay especies
más pequeñas que ocupan el lugar
que los animales grandes tienen
en los bosques continentales.
INTERPRETIVE TASK COMPREHENSION GUIDE
•  Key Word Recognition
•  Main Idea(s)
•  Supporting Details
•  Organizational Features
•  Guessing Meaning from Context
•  Inferences
•  Author’s Perspective
•  Comparing Cultural Perspecives
•  Personal Reaction to the Text
Adapted from: ©2013 Implementing Integrated Performance Assessment
15 4/9/14 Ingrédients (2 personnes):
- 6 Fraises
- 2 Kiwis
- 1 Pomme Gala
- 6 Grains Raisins
- 1 Orange
- 12 cl de Limonade
- 2 càs Bombées de Sucre
- 1 càc de Fleur d’Oranger - 1 Pincée de Cannelle
- 1 Sachet de Sucre Vanillé
Interpretive Assessment
1.  What might the title be for this recipe?
2.  Would you like this recipe? Why or why not?
http://home.coqui.net/sendero/popupcoqui.htm
Interpretive Assessment
El coquí es de Puerto Rico. Su nombre científico es Eleutherodactylus.
Eleutherodactylus quiere decir el de los dedos libres, pues no tiene
membranas entre sus dedos. Para mí, tiene también el alma libre, pues, le
gusta andar suelto y cantar a su antojo por entre las hierbas.
Hay 16 diferentes especies; sin embargo, solamente dos producen el sonido
"co-quí". Los hay terrestres y arbóreos.
Todos los coquíes tienen "almohaditas" en las puntas de los dedos de pies y
manos. Los coquíes no pasan por la etapa de renacuajo y salen del huevo,
siendo una copia pequeñita de sus padres.
El canto del coquí es un canto melodioso y fino. Quién lo escucha y nunca
lo ha visto cree que es un delicado pajarito. Su canto es como un suave
arrullo que puebla las noches de nuestra patria borincana.
Interpretive Mode
Indicate whether the statement is true, false or not stated. If true
or false, indicate where the information can be found in the article.
1.  Coquís sound like parrots. 2.  There are 16 varieEes of coquís that sing “co-­‐quí”. 3.  Coquís sing mostly at night 4.  Coquís are hatched looking like their parents. 5.  Many Puerto Ricans think the song of the coquí is like a lullaby. 6.  Coquís live only in trees. 7.  The sound of the coquí is heard only in Puerto Rico. http://home.coqui.net/sendero/popupcoqui.htm
16 4/9/14 65
Bloom’s Choice Board
remembering
understanding
applying
analyzing
evaluating
creating
applying
analyzing
evaluating
creating
remembering
understanding
evaluating
creating
remembering
understanding
applying
analyzing
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Meaning does not arrive because we
have highlighted text or used sticky
notes or answered the comprehension
worksheet.
66
Create a scrabble board
by selecting a key word
and connecting as many
other words as possible.
All words must be relevant
to the text.
Construct a graphic organizer
that categorizes the main
ideas and supporting details.
or
Develop a biopoem describing
a character or one that gives
the characteristics of a
particular item or event.
Incorporate information that is
significant to the text.
Write a critique or an
editorial justifying your
opinion using excerpts
from the text.
Design a role play that
highlights a conflict and
attempts to resolve the conflict.
or
Create a concrete or abstract
visual representation of a
critical section and write an
explanation of your artwork.
Create an advertisement/
promotion for the text.
Prepare a presentation
that seeks to convince
others to endorse your ad
campaign.
Brainstorm around a word.
Create a concept web/
map using words and
drawings that are relevant
to the text.
Explore how the text might
be different if you
introduced a new
character or changed
critical facts. Explore what
would happen if.....
Create an ABC book
review of the text choosing
words that begin with each
letter of the alphabet. The
words that you choose
much connect to the text.
Create a flashback from the
viewpoint of a character or
event in the text. Be sure that
the flashback connects to the
text and that it enhances the
reader’s understanding.
or
Write several questions that
would allow you to understand
the text better. Be sure that
your questions expect others
to think in different ways.
Interpersonal
Meaning arrives because we are
purposefully engaged in thinking while
we read.
- Tovani
17 4/9/14 Interpersonal Communication….
is not
is
one-way communication
two-way exchange.
memorized (skits, dialogues).
spontaneous and unpredictable.
only asking all the questions.
helping each other.
strict turn taking.
following up and reacting;
maintaining the conversation
ignoring your partner; waiting to
say something.
indicating interest; interactive
body language; eye contact.
overly concerned about accuracy.
focused on the message.
giving up when you don’t
understand.
Asking for clarification if
communication fails/falters.
Individual Seating Chart
These points are recorded
into the grade book as an
individual score usually as
participation points. You will
want to weight the grade so
that it counts appropriately
in the total grade. Individual
students who worry about
missing points can come in
before or after school
spending 5 minutes in the
target language for 1 point.
Points are only given for
sentence level responses and
only for responses in the
target language.
*
*Those with more than 10 points earned a bonus point.
Strategies for Cooperative Work
Use the target language as
much as possible, but at least
90% of the time.
May I speak English?
Think – Write - Pair - Share
The teacher poses a problem
or presents a topic. Students
are given time to think and may be
asked to jot down their thoughts or asked to respond
individually using tools such as polleverywhere.
They then pair with another student to discuss the
topic or compare responses. Finally, they share
their thoughts with the whole class.
18 4/9/14 head
foot
hand
stomach
eyes
nose
ears
mouth
knee
hair
Strategies for Cooperative Work
Numbered Heads Together
Directions: Students assemble into
groups and number off. The teacher
asks a question and tells the groups to put their heads
together to discuss it. The teacher calls a number and selects
a group. The student with that number in that group
answers. The teacher asks the students of the same number
from the other groups if they agree with the response or asks
them to elaborate on the response.
Proficiency?
Communication
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?
What does it mean to be proficient in
a language?
or
How will my students use what I
am teaching in a real-life context?
or
Will they really say it on the
streets of (Paris)?
19 4/9/14 Primacy-Recency
Communication:
knowing how,
when,
and why,
to say what
to whom
Degree of
Retention
0
ACTFL
5
10
15
20
Time in Minutes
Do you want to …..? Yes, I want to explore the cave.
No, It’s too hot. I want to go to the beach.
The “Parrot”
"  Lists words/phrases
"  Attempts at conversation
"  Memorized language
"  Telegraphic
"  Limited topic areas
play in the waterfall
explore a cave
zipline
Chantal Thompson
swim at the beach
snorkel
Hike in the rainforest
20 4/9/14 ?
Do you want to…….? I want/don’t want…
Do you like …..? Yes, I like mofongo because I love garlic.
No, I don’t like mofongo because I don’t like plantains.
• 
• 
• 
• 
• 
• 
Do you like to (activity) in summer or winter?
What do you prefer to do?
What is the weather like when you (activity)?
Are you good at (activity)? Why or why not?
How often do you (activity)?
Where do you (activity)?
•  plantains •  garlic •  vegetable oil •  ham/bacon •  shrimp •  olives Mofongo relleno de camarones
http://www.elboricua.com/recipes.html
What do you prefer? Why? What’s for dinner?
21 4/9/14 Brainstorming –
words related to activities/making plans
Brainstorming
Procedure:
LA BESTIA
Esta excursión es diferente a todas las otras. En esta, ubican a la persona dentro de
un arnés o coraza humana enorme, mientras uno se recuesta para que se conecten
las cuerdas a la espalda. Así que vuelas por el aire como un pájaro. (Superman o
Ironman). Me parece que éste es el único en su clase que se practica en Puerto Rico.
•  1 minute to generate an individual list
•  1 minute to share list with a partner. Each person
adds new words to the list.
•  Group students into group of 4, share and add.
•  Go around the room calling out one word per group
until all groups are out of words. Teacher records all
words on something that can be displayed.
•  Students pair - must create mini dialogue that seems
appropriate to the situation, no notes but may look at
displayed words. Set time limit appropriate for level.
•  Students pair differently - same mini dialogue, list is
not visible.
Develop the Role Play
You and a friend are headed to Puerto Rico.
You only have 3 days and are going to have
to make some tough choices. Have a
conversation to decide what you both want
to do.
Have a conversation in which you ask and
answer questions to:
•  find out what you would do each day
especially in bad weather
•  explain what you really like to do
•  justify why you don’t like to do
something
•  accept and refuse suggestions
The “Survivor”
"  Creates, functions with
language
"  Can ask and answer
questions
"  Handles simple
situations
Chantal Thompson
88
22 4/9/14 Ask Questions
Teach Circumlocution
The Earth is Sick – La tierra está enferma
What’s different?
http://www.youtube.com/watch?v=zlugcpczjhQ
23 4/9/14 Maintain the Conversation
Students try to keep the conversation going on a single topic by
asking questions and commenting on their partner’s responses.
Each student has an envelope of questions related to the topic to
pull out when they get stuck. At the end of the time limit, students
want to be the partner who pulled out the fewest questions,
signaling the partner who best sustained the conversation.
Maintain the Conversation
No time to write the questions, use images.
•  What do you like to do?
•  What do you usually do in summer, winter, etc?
•  What do you do when you have an evening at home?
•  What is your favorite way to spend a Saturday?
•  What chores do you have to do at home?
•  When do you usually study?
•  How often do you fix dinner? What do you cook?
Talking about realia….
Pair students. Give them a time limit and tell them to
create a conversation that incorporates the information
found in the document/visual.
The “Storyteller”
"  Full conversational
partner
"  Speaks with confidence
"  Can narrate and describe
in all time frames
"  Can handle a situation
with a complication
Chantal Thompson
ACTFL webinar
24 4/9/14 Structured Debate
Structured Debate
Where would you rather live and why?
What might cause you to change your mind and why?
Humacao
Structured Debate
http://1jour1actu.com/debat/
Should begging be banned from downtown areas?
Beggars are being banned from downtown areas. It’s against
the law to beg in the streets or in public transportation. If
beggers are caught, they must pay a fine of about $75.00.
Roles in the debate:
•  the mayor of the city
•  a beggar
•  a resident of the city
•  a representative of a foundation that helps the poor
Consider:
•  the need to enact laws for public good
•  the need for food and shelter for the homeless/unemployed
•  the need to feel safe in the streets
•  where the beggars go when they leave the city
•  the impact of the current economic conditions on poverty
What should be done to protect the environment?
In your group discuss the following ideas. Add one or two
additional ideas to the list. Select your top 2 ideas. Be
certain that everyone in your group can defend the
choices you made.
•  Increase the cost of gasoline by 50% to decrease consumption and to
promote public transportation.
•  Limit all households to 2 cars.
•  Require all schools to reduce energy consumption by 10%.
•  Charge more for foods that most be flown in from other region/
countries.
•  Require that all homes have solar panels.
•  Restrict the development of yards that must be watered and fertilized.
•  ?????
Teach the Language of
Discussion / Debate
•  I think the author wrote it to
teach us about…
•  One theme might be……
•  I think it means that….
•  In other words……
•  For example….
•  In the text, it said that…..
•  One case showed that…..
•  I would add that……
•  Then again, I think that….
•  I want to expand on your point
about….
•  In my life….
•  I think it can teach us….
•  If I were…., I would have…
•  We can say that…..
•  The main theme/point of the
text seems to be….
How to Start Academic
Conversations
Jeff Zwiers and Marie Crawford
Educational Leadership/April 2009
25 4/9/14 Scored Discussion
Move from: Asks random questions Only answers the question asked Responds, but rarely initiates Comments are not relevant 1 – 3 – 5 Move to: Partner A: What is happening? Connect the images in any
order and tell the story.
Partner B: Ask questions. You want lots of details.
Follows up with logical questions Contributes additional information Contributes personal insights to enhance discussion and draw in others Stays on topic Gretta Murray, French Teacher, Medford, WI Testing Day
Summative Assessment - Interpersonal
Role Play A: You are visiting a relative in Puerto Rico. You know you will
spend a day in El Yunque and are making plans for the other two days
that you will be there. Have a conversation where you ask and answer
questions as you:
On-deck Area
1.
Students:
• Select task
• Practice both roles
Role Play B: You are visiting your epal in Puerto Rico……..
Role Play C: You are skyping with a friend who is planning a trip to Puerto Rico ……..
•  comment on what you plan to do/see in the rainforest
•  comment on the weather in relation to your plans
•  accept and refuse suggestions for other places saying
what you want to do there
•  mention a few foods/beverages you want to have
•  Use the technology that is available to you, low-tech
options will work
•  Select random partners on the day of the test, determine
and post the order
•  Assign work to students, often a presentational
assessment will work well
•  Create an ondeck area where each pair draws a situation at
random, practices for 2 minutes and prepares to take
either part
•  Move the ondeck students to a station in front of you. Set a
timer for a set amount of time and indicate which partner
should start the conversation.
•  Call time if necessary. Mark the rubric before asking the
next pair to move to the station in front of you.
Performance Area
2.
Teacher:
• Indicates who starts
• Sets timer
• Assesses performance
3.
Students in class work
quietly on assigned
task.
26 4/9/14 Interpersonal Task-based Rubric
Presentational
Taken from: ©2013 Keys to Planning for Learning: Efffective Curriculum, Unit and Lesson Design
Inquiry should inform writing throughout the process
Presentational Communication….
Inquiry is not
can’t be a writer without being a thinker, need to find, focus and develop ideas Dra\ing ability to discover textual clues and imitate them in different contexts for different audiences one-way communication.
random.
practiced, rehearsed, polished,
edited.
unplanned.
organized.
speaking or writing in a vacuum.
an awareness of audience (formal/
informal; cultural context).
reliance on circumlocution
improved by using appropropriate
tools – dictionary, spell-check, etc.
speaking or writing only for the
teacher.
produced for an intended audience
and purpose.
Revision develop a sensiEvity to text, revise to address concerns about audience Strategic Wri8ng Deborah Dean is
negotiated communication.
27 4/9/14 109
Writers consume more than they produce. 110
Less is more?
•  Read like a writer. •  “Steal” characterisEcs of good text. •  Imitate familiar genres. http://www.101words.org/
http://www.sixwordmemoirs.com
Keep a wriEng log. Write about the wriEng itself. Copy interesEng sentences and comment on what makes them effecEve. Consider how the author gets the reader’s aKenEon. Think about how you might use a certain technique. http://flashfictiononline.com/main/
http://olc.spsd.sk.ca/de/pd/instr/strats/storymapping/index.html
6 + 1 Traits of Writing
Ideas
Ruth Culham
ISBN-13: 978-0439280389
• 
• 
• 
• 
• 
• 
Ideas
Sentence Fluency
Organization
Word Choice
Voice
Conventions
+ Presentation
Ideas make up the content of the piece. Writers
move from the general to the specific. “They
describe the bits and pieces of life, the ordinary,
in extraordinary ways…They have something to
say in their writing that no one else does. Their
ideas come alive!”
Ruth Culham
28 4/9/14 Une carte postale arrive 72 ans plus tard
Mardi 1 septembre, 06h16
Cette carte postale est arrivée à la poste de Monaco la semaine
dernière, en provenance du centre de tri de Nice.
Arrivée le 25 août 2009, la carte avait été postée le… 11 août
1937!
Postée à Saint-Etienne-de-Tinée, dans les Alpes-Maritimes,
par M. Achierdi, cette carte postale était destinée à Fernande,
sa fiancée.
Une fiancée décédé en 1969…………
Use Inquiry
Inquiry is essential to good
writing.
• images, art
• talking
• reading
• viewing
116
Expand a Headline
Teammates Consult
Ce couple de
retraités achète
une maison et
tombe sur un
vrai trésor enfui
dans sa grange
Discuss this image and the reading with your group.
Then, pick up a pen and write your thoughts giving reasons from the texts.
http://www.actupus.com/ce-couple-de-retraites-achetent-unemaison-et-tombent-sur-un-vrai-tresor-enfui-dans-leur-grange/
image: http://timbres.delcampe.fr
29 4/9/14 117
Sentence
Fluency
“Fluent writing is graceful, varied, rhythmic —
almost musical. It’s easy to read aloud.
Sentences are well built. They move. They are
varied in structure and length. Each one seems
to flow right out of the one before.”
Ruth Culham
Write 5 sentences about summer….. It’s summer. It’s hot. I love to swim. I like the beach. I like to play volleyball. 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
30 4/9/14 Organization
Building Blocks
Rosita made tortillas________ _______
where ?
with whom?
__________ __________ _________.
when ?
at what time?
why?
“Herding cats…..The art of getting those ideas
together, heading them out on the trail with a
great sendoff; creating sequence, transitions,
and a fine sense of pacing along the way; and, at
the end of the drive, rounding them up…..”
Ruth Culham
124
Strategies for Cooperative Work
Numbered Heads Together DirecEons: Students assemble into groups and number off. The teacher asks a quesEon and tells the groups to put their heads together to discuss it. The teacher calls a number and selects a group. The student with that number in that group answers. The teacher asks the students of the same number from the other groups if they agree with the response or asks them to elaborate on the response. An unusual event…..
1. Write an interesEng topic sentence. Sentence 2 Sentence 3 Sentence 4 2. Write a solid closing sentence. 31 4/9/14 Word Choice
“Word choice is about the use
of rich, colorful, precise
language that communicates..
in good descriptive writing,
strong word choice clarifies
and expands ideas. In
persuasive writing, it moves
you to a new vision of things.
In narrative writing, it
creates images in your mind
that are so real, you feel like
you are part of the story
itself.”
Ruth Culham
Word Choice
“Word choice is about the use
of rich, colorful, precise
language that communicates..
in good descriptive writing,
strong word choice clarifies
and expands ideas. In
persuasive writing, it moves
you to a new vision of things.
In narrative writing, it
creates images in your mind
that are so real, you feel like
you are part of the story
itself.”
Ruth Culham
It was a dark and stormy night when
Zapata met El Chupacabra.
—
—
—
Sadly Zapata learned too late that nightmares do
come true.
Acrostic Poetry
P aris, a dynamic city with
A rtistic museums and monuments,
R ich in history
I nvites connoisseurs of life to
S ites of great appeal.
http://www.shadowpoetry.com/resources/wip/types.html
32 4/9/14 Cinquain Poetry
Acrostic Poetry
Subject
noun, noun
adjective, adjective, adjective
short sentence or phrase about the subject
restate the subject
P aris, a dynamic city with
A rtistic museums and monuments,
R ich in history
I nvites connoisseurs of life to
S ites of great appeal.
Paris
museums, monuments
dynamic, exciting, alive
a cultural tapestry this
City of Lights.
http://www.shadowpoetry.com/resources/wip/types.html
Voice
Brevette Poetry
subject (noun)
verb (ongoing action, stretched out when typed)
object (noun)
students
t a k e
tests
teachers
g r a d e
papers
summers
g i v e
relief
“Voice…..the sense that a real person is speaking
to you and cares about the message. It is the
heart and soul of the writing the magic, the wit,
the feeling…..”
Ruth Culham
33 4/9/14 133
Two Voice Poems
http://www.writingfix.com/PDFs/Comparison_Contrast/
Poem_Two_Voices.pdf
136
Conventions
“Students in classes where conventions are
valued over everything else get a distorted view
of writing…Effective writing classrooms are
places where there is a balance between creating
interesting, informative, imaginative texts, and
editing those texts for conventions.”
Conventions
Correct use of all
conventions
Risk-taking
Writing errors are
bad, they are
indicators of failure
Writing errors are
good, they are
opportunities for
instruction
“It has now become conventional wisdom……
that the best way to teach conventions is by
example, using texts students create.”
--Culham
Ruth Culham
34 4/9/14 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, provacaEve, evocaEve, 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 wriEng is only one paragraph, add a sentence between each sentence. •  Put subEtles in the text. Before and a\er each one add transiEonal 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 quotaEons. •  Consider your dra\ 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 informaEon into the text. Look at My Book — How Kids Can Write &
Illustrate Terrific Books
Loreen Leedy
Great Art of France: Virtual Visits
Elle s’appelle Mona Lisa. Elle a
32 ans. Elle n’est pas jolie, mais
elle n’est pas laide, non plus.
Elle a les cheveux longs, pas
noirs, pas blonds......
adapted from Strategic Writing, Deborah Dean
Yesterday – Today - Tomorrow
What did you do? What are you going to do? What are you doing? 35 4/9/14 Déçu à Paris
Déçu à Paris J’ai voyagé à Paris. I traveled to Paris. Tu m’as écrit une leKre avant ton arrivée. You wrote me a leKer before you arrrived. Mon amie est venue à Paris aussi. My friend also came to Paris. Nous avons visité la ville. We visited the city. Vous avez bien dîné le soir, pas moi, j’étais malade. You ate well that evening, but not me, I was sick. Mes amis se sont amusés, pas moi, j’ai dormi à l’hôtel. My friends had a good Eme, but I slept in the hotel. Structured WriEngs Consider the difference…… Comment on a current event:
Include: •  a verb that uses “avoir” •  a verb that uses “être” •  a reflexive verb •  two adjecEves •  two connectors Include: •  explain what has happened •  comment on what is happening •  predict what will happen under different circumstances •  end by giving your thoughts on what should happen Look at My Book — How Kids Can Write &
Illustrate Terrific Books
Loreen Leedy
36 4/9/14 145
Yesterday – Today - Tomorrow
What did
you do?
What are
you going
to do?
What are you doing?
Write a short description as
if you are the person in this
picture. Write as much as
you can. Include:
• personal details – name,
age, nationality, where
you are from
• physical traits and
personality traits
Presentational “On Demand”
Taken from: ©2013 Keys to Planning for Learning: Efffective Curriculum, Unit and Lesson Design
Image: http://www.du.edu
37 4/9/14 150
149
Interculturality develops over time
Focus on Curriculum, Instruction and Assessment
Just as second language acquisition is not a
uniform, instantaneous event but occurs in a spiral
fashion over time, necessitating repeated language
input and output opportunities, the development
of cultural awareness and cross-cultural
understanding also occurs over time in cyclical
fashion, permitting learners to document their
emerging awareness and understanding with new
data and insights.
--Dr. Renate Schulz
© Clementi & Terrill
151
Cultures We do not learn from experience; we learn
from reflecting on experience.
---John Dewey
Products
Practices
Perspectives
School
Going to school
Importance of school for all young people
Products
Practices
Perspectives
Daily class schedule
Required vs. elective courses
Purpose of school
38 4/9/14 Cultural Adventures
All Cultural Adventure activities must have a clear connection to a culture
where the language is spoken. The goal is to use the target language as much
as possible when completing these projects.
If you are interested in art, music or theater. . . .
100. Learn a song in the target language and perform or record it.
101. Compose your own song including lyrics and perform.
102. Research an art form unique to the culture.
103.  Learn and perform a dance from the target culture—approval required.
If you are interested in literature or creative writing. . .
200.
201.
202.
203.
204.
usergeneratededucation.wordpress.com
Cultural Adventures
If you are interested in history or geography. . .
Write a poem.
Dress as a historical figure and and talk about your life.
Do a dramatic reading from a children’s book.
Memorize and recite a poem.
Write and illustrate a children’s book that can be shared with children in
in an ESL or elementary program.
based on original CPR project, adapted by Parkway School District
Cultural Adventures
300. Follow a news story for several days that relates to the target culture.
301.  Identify a famous American with background in the culture.
302.  Create a map that highlights the influence of the target culture on the United
States.
If you are interested in experiencing the target culture in
your community . . .
600.  Eat at an authentic restaurant, report on your experience.
601.  Visit Trader Joes or any other supermarket with an international selection,
report on 12 foreign foods from countries that speak the language, buy
and taste a couple of inexpensive snacks.
602. Visit a market which specializes in foods from the target culture—approval
required.
39 4/9/14 Cultural Adventures
Cultural Adventures
Action - Describe what you did in detail. Where did you go, when and with
whom? How much time did you spend on the project? How did you use the
target language? What proof do you have that you completed or
participated in the activity?
Connection - Why did you choose this project and what relation does it
have to the target culture? What did it help you to understand about the
language or the people who speak it? What connections can you make
between your learning here and other areas of study? How does this
project connect to the “real world” outside of school?
Reflection - What did you learn about yourself as a result of completing
the activity?
Extension - What 3 things would you most like to share with others as a
result of completing this investigation?
Cultural Adventures
012345
7
8 9
10
adventure is
incomplete;
minimal
evidence to
support activity
adventure is
complete;
detail provided
is minimal
adventure
meets
expectations;
supportive
details are
provided
adventure
exceeds
expectations;
elaborates on
content
connection to
target cultures
is not clear;
avoids use of
second
language
superficial
connection to
target culture;
minimal use of
second
language
connection is
made to target
culture; good
use of second
language
connection is
clear to target
culture; second
language is
used
extensively
connection is
clear to target
culture;
exemplary use
of second
language
cursory
treatments of
topic; no
evidence of
personal
reflection
provides
isolated
information on
topic; little or
no evidence of
personal
reflection
demonstrates
fragile
knowledge of
topic; evidence
of personal
reflection
demonstrates
understanding
of topic;
evidence of
personal
reflection
demonstrates
mastery of
topic; evidence
of personal
reflection
Action
adventure is
incomplete;
little
or no evidence
to support
activity
Connection
Reflection
6
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 Xinal quarter/semester grade. Be sure to include any elements that are required by your school or school district. 40 4/9/14 The funcEon of high school, then, is not so much to communicate knowledge as to oblige children finally to accept the grading system as a measure of their inner excellence. And a funcEon of the self-­‐destrucEve process in American children is to make them willing to accept not their own, but a variety of other standards, like a grading system, for measuring themselves. It is thus apparent that the way American culture is now integrated it would fall apart if it did not engender feelings of inferiority and worthlessness. ~Jules Henry DRiVE
The Surprising Truth About What Motivates Us
Autonomy – People need autonomy over task (what they do), time (when they do it), team (who they do it with), and technique (how they do it). Mastery – Mastery is a mindset: It requires the capcity to see your abilities not as Xinite, but as inXinitely improvable. Mastery is a pain: It demands effort, grit, and deliberate practice. And mastery is impossible to fully realize, which makes it simultaneously frustrating and alluring. Purpose – Humans, by their nature seek purpose — a cause greater and more enduring than themselves. Daniel H. Pink
164
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
Adapted from How to Grade for Learning, Ken O’Connor
What percentage of your grade is allocated to interpersonal (unrehearsed) communication? http://www.Xlickr.com/photos/dilaudid/4954719152/sizes/m/ Markus Koljonen – website: http://blackswan.carbonmade.com 41 4/9/14 What is your grading system?
Category
Percent
Learning Checks
10
Achievement - homework, participation, in-class
work, vocab and grammar quizzes
Description
Interpretive
30
Performance - reading/listening based on
authentic text that they are seeing or hearing for
the first time
Interpersonal
30
Performance - unrehearsed communication with a
partner, teacher is not a partner
Presentational
30
Performance - rehearsed writing or speaking,
ideally for an audience beyond the teacher
image: web.sd71.bc.ca/ gifted/?page_id=30
Laura Terrill
Laura Terrill
World Language / ELL Consultant
Email: [email protected]
Wiki: lauraterrill.wikispaces.com
42