tprs® beginning workshop 2012
TRANSCRIPT
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A different kind of professional development.™
Scott [email protected]
teachforjune.com
TPRS®Story-basedImmersion
2012
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slideshare.net/teachforjunedownload presentationand additional handout
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For great support after the workshop is done, join one (or both) of the following groups:
moreTPRS Listservegroups.yahoo.com/subscribe/moretprs
tprstalk.com Forum
or email me @[email protected]
For a complete list of real, classroom demos, visit:
vimeo.com/teachforjune
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How confident are you that your students can
speak spontaneously for 30 seconds in the target language at the end of
the year?
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Or that your students could write a 100-word
story in 5 minutes or less?
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1 in 4 Americans can hold a
conversation in a second language.
http://www.gallup.com/poll/1825/about-one-four-americans-can-hold-conversation-second-language.aspx
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Insanity is doing the same thing over and
over again and expecting different
results.—Albert Einstein
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Yet, this is exactly what 1000s of
world-language teachers do
everyday and have done for years.
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If we truly want our students to be able to
speak and write at any level, we must change
the way we teach. Period.
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TPRS® is one such change that has given world-
language teachers across the globe undeniable
results:students who could speak and write the language.
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About
How to
Classroom &
TPRS
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October 1, 2001Monday
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Emergency Permit
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Observe
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October 2, 2001Tuesday
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No sub
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Teach
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What?
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2:45 PMWhew!
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But wait...
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OPEN HOUSE!!!
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What was that?
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OH NO!
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Taught
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Change
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I’mBlaineRay!
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TPRS®
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Happy
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Write
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Speak
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I love TPRS®because it works.
My students are better speakers & writers and I’m a
better teacher.
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About
How to
Classroom &
TPRS
About
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Whatis
TPRS®?
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TPRS® stands forTeaching Proficiency
throughReading and Storytelling
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TPRS® is immersion through stories.
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TPRS® is a method of second-language teaching that uses highly-interactive stories to provide comprehensible i n p u t a n d c r e a t e a n atmosphere of immersion in the classroom.
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Stephen Krashen’s Theory of Second-language
Acquisition.
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5 Main Hypotheses
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Acquisition-learning Hypothesis
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Monitor Hypothesis
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Natural Order Hypothesis
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Input Hypothesis
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Affective Filter Hypothesis
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Based in brain research.
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1. We don’t pay attention to boring things.
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Encourage laughter
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2. We have 30 seconds to repeat something before it is
forgotten.
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People usually forget 90% of what they learn in a class within
30 days.
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One could increase the life span of a memory simply by repeating the information in
timed intervals.
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3. Students must pay attention in order to learn.
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The unusual, the unpredictable, or the distinctive are powerful
ways to harness attention.
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Emotions get our attention.
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4. Most of what we learn is visual.
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Dramatize the story
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Use props
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wigs & hats
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cardboard cutouts
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funny noses
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funny glasses
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stuffed animals
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toys
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5. Initial learning is important.
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6. There are two types of memories.
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Declarative Memories
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“The shirt is blue.”
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“Jupiter is a planet.”
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Learning about language is declarative.
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It is learning facts.
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Non-Declarative Memories
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Memories that are not in our conscious awareness, such as
riding a bike or driving a car.
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Learning to speak a language is
non-declarative.
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It is a motor skill.
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Information is remembered best when it is elaborate,
meaningful, and contextual.Medina, John. Brain Rules. Sea4le: Pear Press, 2008. p. 100.
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We add as many details as we can.
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Each detail increases the chance that the students will
remember.
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Sousa, David A.. How the Brain Learns. Thousand Oaks: Corwin Press, 2006.
What we remember after 24 hours.
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Learning Languagevs.
Acquiring Language
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Learning Language
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Artificial
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Memorization
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Grammar Rules
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Acquiring Language
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Natural
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Comprehensible Input
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Intuitive
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Real-world acquisition
vs.Classroom acquisition
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14,600 hours
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600 hours
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Make every minuteCOUNT!!!
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Fluency
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teach FLUENCY
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Focus on Details
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NOT language
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3 Keys to Fluency
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Key 1: Comprehensible
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Key 2: Repetition
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Key 3: Interesting
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5. Speak the language as
much as possible in the
classroom and speak it
naturally. DO NOT
shelter grammar when
speaking to students! If
they do not hear natural
language they are unlikely
to acquire it.
6. English is used only to
guarantee comprehension
(such as translating
readings) or to clarify
meaning as quickly as
possible (such as in pop-
ups).
7. Write a class story every
month or so. Teacher
writes the story on the
overhead while the entire
class invents the story
line. Continually ask about spelling, gender, conjugations,
anything relating to accuracy. Students answer questions
about all of the structure they know while copying the
entire story. Praise them for their knowledge; praise them
for asking questions about how the language works.
Students are more likely to learn grammar from multiple
mini-lessons than from a five-minute lesson that has an
explanation and drill. To see an example of a class story,
see the DVD “TPRS in the 90’s” by Susan Gross.
Grammar Schedule
While the teacher uses all of the language
accurately all of the time, it is helpful to have a
grammatical focus in mind for the students.
Certain features like affirmative/negative are
obviously essential to understanding. These are
the first things that must be clarified. In level
one, I used the following “point of view” plan:
Aug - Oct 3rd person singular and plural.
Nov - Dec 1st person singular.
Jan - Feb 2nd person singular.
Mar - Apr 1st person plural.
May 2nd person plural.
At the conclusion of a story, we quickly retold
from the point of view that I was working on.
Each point of view included possessive
adjectives; direct object, indirect object,
disjunctive, and reflexive pronouns; regular,
irregular, and reflexive verbs. Some years I did
not make it through all of the points of view
because I did not move to the next point of view until the
students demonstrated mastery.
Since I used all forms correctly whenever appropriate in our
storytelling and conversations, they heard all points of view all
year long. The above plan simply guided what grammar I chose
to emphasize each day and to assess in the chapter test.
© 2009 Susan Gross [email protected] • www.susangrosstprs.com 4
Vo
ca
bul
ary
She
lter
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5. Speak the language as
much as possible in the
classroom and speak it
naturally. DO NOT
shelter grammar when
speaking to students! If
they do not hear natural
language they are unlikely
to acquire it.
6. English is used only to
guarantee comprehension
(such as translating
readings) or to clarify
meaning as quickly as
possible (such as in pop-
ups).
7. Write a class story every
month or so. Teacher
writes the story on the
overhead while the entire
class invents the story
line. Continually ask about spelling, gender, conjugations,
anything relating to accuracy. Students answer questions
about all of the structure they know while copying the
entire story. Praise them for their knowledge; praise them
for asking questions about how the language works.
Students are more likely to learn grammar from multiple
mini-lessons than from a five-minute lesson that has an
explanation and drill. To see an example of a class story,
see the DVD “TPRS in the 90’s” by Susan Gross.
Grammar Schedule
While the teacher uses all of the language
accurately all of the time, it is helpful to have a
grammatical focus in mind for the students.
Certain features like affirmative/negative are
obviously essential to understanding. These are
the first things that must be clarified. In level
one, I used the following “point of view” plan:
Aug - Oct 3rd person singular and plural.
Nov - Dec 1st person singular.
Jan - Feb 2nd person singular.
Mar - Apr 1st person plural.
May 2nd person plural.
At the conclusion of a story, we quickly retold
from the point of view that I was working on.
Each point of view included possessive
adjectives; direct object, indirect object,
disjunctive, and reflexive pronouns; regular,
irregular, and reflexive verbs. Some years I did
not make it through all of the points of view
because I did not move to the next point of view until the
students demonstrated mastery.
Since I used all forms correctly whenever appropriate in our
storytelling and conversations, they heard all points of view all
year long. The above plan simply guided what grammar I chose
to emphasize each day and to assess in the chapter test.
© 2009 Susan Gross [email protected] • www.susangrosstprs.com 4
Gra
mm
ar
Do
n’t S
helte
r
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Q & A
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break
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Demo
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ClassProcedures
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When I make a statement, you will respond chorally by saying,
“Ohhhhh!”
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I will ask a question to which you know the answer and you will answer chorally in the target language.
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If it is a “yes” answer than say,
“Ja!”
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If it’s a “no” answer say,
“Nein!”
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I will ask a question to which you don’t know the answer. I f you don’t know the answer you will make it up (guess). But...
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You must guess in German because it is a German story.
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You can use proper nouns.
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When you guess , surprise me.
If you don’t surprise me, I will surprise you.
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Raise your hand if you don’t understand OR I’m going too fast!!
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es gibt
Es gibt einen Apfel auf dem Tisch.There is an apple on the table.
there is/are
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die Katze
Es gibt eine Katze mit blauen Augen.There is a cat with blue eyes.
the cat
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die Maus
Es gibt eine Maus.There is a mouse.
the mouse
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sieht an
Das Mädchen sieht etwas an.The girl looks at something.
looks at
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schreit
Die Frau schreit.The woman screams.
screams
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läuft
Der Junge läuft schnell.The boy runs fast.
runs
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wh
o?
wh
at?
wh
ere
?
wh
en
?w
hy?
ho
w?
wh
ich
?h
ow
mu
ch
?
how many?
German
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Es gibt zwei Mäuschen und eine Muttimaus. Sie wohnen in einem sehr großen Haus. Die zwei Mäuschen essen Käse gern.
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Sie wollen jetzt Käse essen. Diese zwei Mäuschen sehen die Muttimaus an und schreien “Mutti! Wir haben Hunger! Wir wollen Käse essen. Bitte bring uns ein bisschen Käse!”
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Die Muttimaus sieht die zwei Mäuschen an und sagt ihnen “Okay meine Kinder. Ich will in der Küche nach Käse suchen.” Aber in diesem Moment sehen die zwei Mäuschen etwas, das ihnen Angst macht.
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Eine Katze kommt auf sie zu! Es ist eine sehr große Katze! Sie schreien “Mutti! Mutti! Es gibt e ine seh r g roße Kat ze in unserem Haus! Sie kommt auf uns zu! Wir haben sehr Angst!”
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We n n d i e M u t t i m a u s d a s Schreien ihrer Kinder hört, läuft die Muttimaus auf die Katze zu und schreit “Wau Wau!” Wenn d ie Katze den Schre i der Muttimaus auf Hund hört, dreht die Katze sich um und läuft sehr schnell von dem Haus weg.
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Wie gut, dass die Muttimaus zweisprachig ist! An diesem Tag lernen die zwei Mäuschen, dass es sehr wichtig ist, mehr als eine Sprache zu sprechen.
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Q & A
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break
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About
How to
Classroom &
TPRS
How to
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Technique #3 Handling silence
You ask, “To where does the black dog named Arrow run?”
Instead of shouting out a bunch of clever answers, the whole
class is silent! Yikes! Normally this means that they are taking
time to figure out what you just asked.
One of the following techniques will keep your class actively
participating:
1.Change your question into an “either/or” question: Does
the dog named Arrow run to WalMart or to Pizza Hut?
2.Clarify by asking for a translation of the question.
Technique #4 Staying “in bounds.”
The boundaries are anything that the students already know plus
the phrases that you are teaching today.
When adding a new detail to the story, that new word must be
brought in bounds with a couple of questions. A good way to
add details is by using brand names such as Toyota, Crest,
WalMart, Chicago, Frank. For example, if you want to add
“shoes” to the story, say “Nikes” instead of “shoes.” That way
you stay in bounds!
Expand on the boundaries by using cognates (like
“automobile”). HOWEVER, students will not recognize
“automobile” ; you must tell them what it means. Once you have
brought that word in bounds, you may use it.
As the year progresses, the boundaries get bigger. Each time you
meet with your students, use as much of the language as they
already know.
© 2009 Susan Gross [email protected] • www.susangrosstprs.com 10
the
he
art
of T
PRS®
Circ
ling
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The art of asking repetitive questions
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KeyTechnique
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Start with a statementStatement should include structure
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Ask yes/no question where answer is YES
Repeat answer: “yes, ...”
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Ask either/or questionRepeat answer: “that’s correct, ...”
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Ask yes/no question where answer is NO
Repeat answer: “no, ...”Restate correct statement
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Ask question-word question
These are more difficult—target superstar until class is ready
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get a new detail and repeat
Ask 3-4 questions and then get new detail.
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Circle the subject, object, AND verb!
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Randomize questions!
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Comprehension Checks
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Check for understanding
FREQUENTLY
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Ask class as well as individuals
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Comprehension checks are in
ENGLISH
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“What did I just say?”
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“What did I ask?”
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“What does __ mean?”
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Translate
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Translate what students don’t know
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Write new words on board
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Ask students to translate to check for
understanding
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DON’T translate everything!
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Demo
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Circling Demo
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Q & A
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TextText
individual work time
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DirectionsUsing the “Circling” Template in handout…
1. Write simple statement in target language as follows:Lisa verb in TL brand name. Lisa isst Lucky Charms.
2. Script your questions around the subject.3. Script your questions around the verb.4. Script your questions around the object/compliment.5. Script your questions around when.6. Script your questions around a comparison.
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Practice Rules
✓ teacher stands✓ students respond✓ don’t correct the teacher✓ no discussion
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Group Practice
In your groups, take turns using your template to practice circling.
At first, read your script in order from top to bottom.
When you’re comfortable, try randomizing your questions using the “thumb” technique.
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practice
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1. Vocabulary
2. Story
3. Reading
3 Steps of TPRS®
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1. Vocabulary
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Establish Meaning
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3 target phrases
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Include structure
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Target Language in one color
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English in another
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Students copy list
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TPR & Gestures
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Model
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Delay modeling
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Stop modeling
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Vary groups
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Novel commands
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Assess
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PQA: Personalized Questions & Answers
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Ask questions using target phrases
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Concentrate on being personal
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It’s like minglingat a party
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Compare & contrast
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Demo
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Power PQA Demo
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Q & A
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2. Story
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Ask, don’t tell a story
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Heart of the lesson
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Don’t rush this step
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Actors dramatize the story
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Asking aStory
✓ ASK don’t tell a story✓ actors dramatize the story✓ start with a statement✓ 3 locations✓ PERSONALIZE
How to Ask a Story
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Start with a statement
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3 Locations3 Acts
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PERSONALIZE
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Student Responses
✓ students must respond to each statement/question
✓ vary choral responses with individual ones
✓ coach how to “play the game”
Student Responses
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Students must respond to each
statement/question
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“Ooohh”“Oh, no, oh, no”
expression
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Choral Answer
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Guess!
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Vary choral responses with individual ones
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Strong Response— Great!
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Weak or No Response...
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Students didn’t understand
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Students weren’t engaged
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Students weren’t focused on procedure
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Coach how to “play the game”
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Listen for cute or funny answers
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Don’t take the first answer—
solicit more participation
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Q & A
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Recycle the Story
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At any point, stop, go back, and review the
story.
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Re-circle the recycled parts.
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Continue story when you get back to
where you left off.
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Teach to the Eyes!
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Teach STUDENTS not curriculum.
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Look in individual student’s eyes when
teaching.
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Hold students accountable.
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Always check for understanding.
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Story Retells
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Have students frequently retell story
to their partners...
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After a particular scene.
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After the story ends.
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Have superstar retell story to class.
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Demo
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Student-Retell Demo
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Q & A
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lunch
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Text
3. Reading
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Text
Reading is powerful.
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70%language ability
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Text
What to read?
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mini-stories
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extended readings
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readers
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children’s books
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“kindergarten day”
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Reading: Step 1
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Teacher reads a sentence.
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Class chorally translates sentence.
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Translate one paragraph at a time.
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Reading: Step 2
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Ask the facts of the translated paragraph.
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Facts can’t change.
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Students answer chorally.
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Reading: Step 3
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Add details to the reading through
questioning.
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Students give unusual &
unexpected answers.
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Choose best answer.
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Add details from students’ culture.
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Reading: Step 4
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Create a parallel story using a student
as the main character.
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This is a similar story but with details about
the student.
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Use student actors & props.
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Pop-Up Grammar
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Highlight in reading BEFORE class.
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Focus on the MEANING.
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Pop-up often and frequently.
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Compare & contrast.
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Scafflold your questions.
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Hold your superstars accountable.
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Goal is to acquire over time,
not immediately.
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Reading Variation
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Read in target language.
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Translate only unknown words.
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Ask questions in English.
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Reserve for more advanced levels.
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Demo
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Reading Demo
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Q & A
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TPRS
® L
ess
on
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Planning the story
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3 Structures
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These are the structures you want
to practice
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Basic, high-frequency
words
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Always translate these structures
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Lesson PlanStructures:There was a boy.He was in Target.
Problem: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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Background Info
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Names & Places
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Multiple characters
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Doesn’t need to be relevant
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Practice any word or structure
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Use for compare & contrast
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Verify details with actors
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Parallel characters
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Problem
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Every story has a problem
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3 Locations
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Location 1:Introduce the
problem
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Location 2: Unsuccessful attempt
to resolve problem
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Location 3: Resolve the problem
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Structures:There was a boy.He was in Target.
Problem: A boy wanted a cat.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Lesson Plan
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Read or Write Story
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Main character should be student
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Look for variables that can be
expanded and changed
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There was a boy. He didn’t have a cat.
He went to Green River, Wyoming. There was a girl. The girl didn’t have a cat.
The boy went to Brooklyn. There was a cat in Brooklyn. The boy picked up the cat. He was happy because he had a cat.
Lesson Plan
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Script surprise details
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Add parallel character
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Celebrity or another student in class
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general
specific
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The story gets more interesting with more specifics.
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A boy wants a cat.
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A boy from China wants a cat.
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A boy from Hong Kong, China wants a
cat.
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Ming Jr. from the 3rd street Burger King in Hong Kong, China
wants a cat.
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TextText
partner time
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Lets make each of these more specific.
carhouseanimalviolinbook
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Most interesting details involve an
event.
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Lets explain the following:
A boy has a ten-thousand-dollar bill.A girl has a bike that talks.
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Lesson PlanProblem: A boy wanted a cat.
The boy - What don’t we know about him? Name? Where he lives? How old is he? Favorite music? What is in his bedroom? Who are his friends? Why does he want a bird?
Information - Where did he live? (Three levels of specificity) Did he have a cat? Did he have an elephant? What did he have? What did he want? Where did he go?
Surprise Details - Add proper nouns as a surprise. Kmart or Dollar Tree for locations. Add names and places that are a surprise.
Green River, WY - Our characters always go some place. Where else could they go? 3 levels of specificity.
Brooklyn, NY - What other possibilities are there for our 3rd location? 3 levels of specificity.
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Q & A
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break
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TextText
group work time
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Story PracticeChoose one structure that would teach in
your classroom. Create a storyline that incorporates this structure.
You will develop and script a lesson based on this structure.
Remember to identify possible variables in the storyline.
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Step 1: Develop main character.Step 2: Develop parallel character.Step 3: Introduce problem.Step 4: Attempt to solve problem.Step 5: Solve problem.
You may choose one or more stepsthat you’d like to practice.
StepsThese are the steps you’ll follow.
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Step 1You will start the story using the given vocabulary.
Point to the words when you say them and go slowly.
Introduce the main character and choose student actor—add details about him/her by asking questions.
Verify details with actor (present tense) and audience (past tense)
Add details about where he/she was—3 levels of specificity: state, city, location.
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Step 2You will continue the story using the given vocabulary.
Point to the words when you say them and go slowly.
Introduce the parallel character and choose student actor—add details about him/her by asking questions.
Verify details with actor (present tense) and audience (past tense)
Add details about where he/she was—3 levels of specificity: state, city, location.
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Step 3You will introduce the problem.
Start by reviewing the facts already established.
Using the given storyline, script out your questions relating to the problem setup.
Verify all details with actors in present tense and with audience in past tense.
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Step 4You will attempt to solve the problem unsuccessfully.
Start by reviewing the facts already established.
Have the main character go somewhere to attempt to solve their problem.
Use dialogue. Tell the audience what the character said and then have the actor say it.
Verify all details with actors in present tense and with audience in past tense.
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Step 5You will solve the problem.
Start by reviewing the facts already established.
Have the main character go somewhere to finally solve their problem.
Use dialogue. Tell the audience what the character said and then have the actor say it.
Verify all details with actors in present tense and with audience in past tense.
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practice
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Story Rules
1. When I make a statement you will respond chorally by saying, “Ohhhhhhh.”
2. I will ask a question of which you know the answer and you will answer chorally in the target language.
3. Finally I will ask a question of which you don’t know the answer. You will make it up. But...• You must guess in the target language.• You can use proper nouns.• When you guess, surprise me.
(If you don’t surprise me, I’ll surprise you.)
Your Turn
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Spanishw
ho
?w
ha
t?w
he
re?
wh
en
?w
hy?
ho
w?
wh
ich
?h
ow
mu
ch
?
how many?
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wh
o?
wh
at?
wh
ere
?
wh
en
?w
hy?
ho
w?
wh
ich
?h
ow
mu
ch
?
French
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wh
o?
wh
at?
wh
ere
?
wh
en
?w
hy?
ho
w?
wh
ich
?h
ow
mu
ch
?
how many?
German
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wh
o?
wh
at?
wh
ere
?
wh
en
?w
hy?
ho
w?
wh
ich
?h
ow
mu
ch
?
how many?
shéi?
shénme?
zài nǎli?
shénme shíhou?
zěnyàng?
nǎge?
duōshǎo?
jǐ?
Mandarin
wèishénme?
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English
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Q & A
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About
How to
Classroom &
TPRSClassroom &
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A typical TPRS® week
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Monday
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Monday✓ talk about weekend✓ introduce vocabulary✓ background info about characters
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Talk about weekend
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Have students write 3 activities they did
over the weekend in the target language
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Don’t allow boring answers
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Let them “lie”
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Coach how to “play the game”
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Use PQA skill to get details
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Enrichment Activities
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“Kindergarten Day”
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Choose a children’s book appropriate to
students’ level
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Set up like elementary school
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Read the book “infant style”
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Use circle skill to increase
comprehensible input
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Allow students to bring in snacks or
stuffed animals
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Make it fun!
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Demo
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Demo
“Kindergarten Day” Demo
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song cloze activity
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Choose a song appropriate to students’ level
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Copy lyrics for students with some
words missing
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Have students try to fill in the words as
they listen to the song
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Choose children’s songs, popular music,
or learning songs
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Tuesday
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Tuesday
✓ review character info✓ introduce problem✓ attempt to solve the problem✓ solve the problem
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Enrichment Activities
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Free voluntary reading
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Create a reading library in your
classroom
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Give students time to read any book, magazine, or
newspaper in the target language they
choose
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Model good reading habits
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Hold students accountable with a
reading log
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Sing & gesture song
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Create gestures or a dance for the week’s
song
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Have students sing & gesture/dance to
practice song
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Demo
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Song & Dance Demo
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Wednesday
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Wednesday
✓ add background info to reading✓ add a student as a parallel character✓ add background info about student
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Enrichment Activities
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Timed-writing
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Goal: write 100-word story
in the target language in 5
minutes
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Start at 10 minutes
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Decrease time when class average hits
100 words
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Keep track of word count but not for
grade
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Grade 2 per quarter based on quality of
writing
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Absolutely the BEST way to assess true
writing ability!
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Thursday
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Thursday
✓ read and translate story✓ add details to story✓ dramatize story
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Enrichment Activities
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Free voluntary reading
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Sing & gesture song
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Friday
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Friday
✓ read novel✓ develop background info & details✓ add a parallel character✓ dramatize 1 or 2 pivotal scenes
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Enrichment Activities
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Song competition
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Divide the class into two teams
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Have them compete on who sings the
loudest
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Alternate line by line or stanza by stanza
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Story Strip
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Use a comic strip to ask a story
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Great review of week’s words and
structures
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Use same story techniques as asking
a story with actors
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Demo
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Demo
Story-Strip Demo
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Q & A
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Assessmentsand
Grading
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AcademicGrade
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Base grades on proficiency levels
rather than number of assignments
turned in
![Page 399: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/399.jpg)
Beginner
![Page 400: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/400.jpg)
Novice
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Intermediate
![Page 402: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/402.jpg)
Proficient
![Page 403: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/403.jpg)
Advanced
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Use skills rather than products to assess students
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Assess students on skills
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Grading Categories
![Page 407: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/407.jpg)
Culture
10%
![Page 408: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/408.jpg)
Listening Comprehension
15%
![Page 409: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/409.jpg)
Reading Comprehension
15%
![Page 410: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/410.jpg)
Writing
30%
![Page 411: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/411.jpg)
Speaking
30%
![Page 412: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/412.jpg)
50-60% of grade should be dedicated
to speaking and writing
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20-30% of grade should be dedicated
to listening and reading
![Page 414: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/414.jpg)
Only 3 assessments per grading
category per quarter
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2 formative assessments in the form of quizzes prior to
the quarter/semester exam
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1 summative assessment as a section of the quarter/
semester exam
![Page 417: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/417.jpg)
Each section is evaluated and recorded in grade
book SEPARATELY
![Page 418: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/418.jpg)
Culture Assessments
10-20 multiple-choice or true/false questions based on culture studied
![Page 419: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/419.jpg)
Culture Ideas
![Page 420: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/420.jpg)
Holidays & festivals
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Food
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Capitals and major cities
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Currency
![Page 424: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/424.jpg)
Interesting facts from various places
(think really strange or different)
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Try to include things from all of the countries/regions that
speak your language
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Listening & Reading Assessments
![Page 427: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/427.jpg)
Story-based
![Page 428: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/428.jpg)
Listening or reading prompt is a story in the target language
![Page 429: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/429.jpg)
10-20 content-based, multiple-choice or true/false
questions IN ENGLISH!!!
![Page 430: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/430.jpg)
Picture-based
![Page 431: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/431.jpg)
Listening or reading prompts are sentences
based off of pictures
![Page 432: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/432.jpg)
Students choose the picture that best fits with the sentence
![Page 433: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/433.jpg)
Drawing-based
![Page 434: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/434.jpg)
Listening or reading prompts are steps to draw a picture
![Page 435: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/435.jpg)
Students draw what they read or are told
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Writing Assessments
![Page 437: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/437.jpg)
Formative Assessments
(quizzes)
![Page 438: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/438.jpg)
Choose at random at least 2 of your students’ weekly timed-writings
![Page 439: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/439.jpg)
Summative Assessments
(quarter/semester exams)
![Page 440: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/440.jpg)
Students write a minimum of a 100-words story
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Story is based either on vocabulary (given in
English), structure (implicitly stated), or pictures
![Page 442: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/442.jpg)
Assessing writing
![Page 443: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/443.jpg)
Assess solely on comprehensibility and
complexity
![Page 444: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/444.jpg)
Level 1 ➙ kindergarten/1st grade = B
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Level 2 ➙ 2nd grade = B
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Level 3 ➙ 3rd grade = B
![Page 447: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/447.jpg)
Level 4/AP ➙ 4th grade = B
![Page 448: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/448.jpg)
Increase or decrease grade based on above standards
![Page 449: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/449.jpg)
Speaking Assessments
![Page 450: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/450.jpg)
Formative Assessments
(quizzes)
![Page 451: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/451.jpg)
Students form groups of 4 or 6 depending
on class size
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Students create story and draw it out in boxes (1 box per student in group)
![Page 453: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/453.jpg)
LIMIT STORY CREATION/DRAWING TIME TO 7-10 MINUTES!!!!
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Have groups tell their story to the class—each student
is responsible for 1 box
![Page 455: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/455.jpg)
Summative Assessments
(quarter/semester exams)
![Page 456: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/456.jpg)
Students are given a picture story to look at
![Page 457: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/457.jpg)
Students tell the story to you at your desk
(level 1 = 30 sec / level 2 = 1 min / level 3 = 1.5 min / level 4 = 2 min)
![Page 458: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/458.jpg)
Students get twice as much time to look at the picture
to gather their thoughts
![Page 459: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/459.jpg)
Assessing Speaking
![Page 460: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/460.jpg)
Assess solely on comprehensibility and
complexity
![Page 461: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/461.jpg)
Assess students individually, not based
on the group
![Page 462: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/462.jpg)
Participation/effort is not a grade!
Do not grade on behavior.
![Page 463: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/463.jpg)
No more than 1 assessment per
week(sometimes 2)
![Page 464: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/464.jpg)
Don’t assess writing or speaking during
1st quarter of level 1
![Page 465: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/465.jpg)
All quizzes are UNANNOUNCED
Goal is 80% of students earning 80% or better—if not, reteach and reassess
![Page 466: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/466.jpg)
Q & A
![Page 467: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/467.jpg)
Participation
![Page 468: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/468.jpg)
Students start with 70 participation
points per quarter
![Page 469: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/469.jpg)
Students earn participation points
(1 at a time) by...
![Page 470: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/470.jpg)
Speaking in target language
![Page 471: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/471.jpg)
Answering questions
![Page 472: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/472.jpg)
Acting in stories
![Page 473: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/473.jpg)
Writing over 100 words on a timed writing or
improving their word count over the previous week
![Page 474: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/474.jpg)
Anything else that leads towards
language acquisition
![Page 475: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/475.jpg)
Students lose participation points
(5 at a time) by...
![Page 476: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/476.jpg)
Speaking in English
![Page 477: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/477.jpg)
Hall/bathroom passes
![Page 478: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/478.jpg)
Absences
![Page 479: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/479.jpg)
Tardies
![Page 480: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/480.jpg)
Behavior issues
![Page 481: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/481.jpg)
Anything that detracts from language acquisition
![Page 482: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/482.jpg)
Students may make up participation points
(5 at a time) by...
![Page 483: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/483.jpg)
Writing a 100-word story in the target language
using 10 current vocabulary at least twice
![Page 484: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/484.jpg)
During 1st quarter only of level 1: students can write 10 current vocabulary 3
times each both in English and target language
![Page 485: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/485.jpg)
Participation Grade = Citizenship Grade
![Page 486: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/486.jpg)
90-100 pts = Outstanding
![Page 487: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/487.jpg)
80-89 pts = Satisfactory
![Page 488: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/488.jpg)
60-79 pts = Needs Improvement
![Page 489: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/489.jpg)
0-59 pts = Unsatisfactory
![Page 490: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/490.jpg)
Q & A
![Page 491: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/491.jpg)
Curriculum Mapbackwards plan
Proficiency
![Page 492: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/492.jpg)
High-frequency vocabulary,
structures, and culture
![Page 493: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/493.jpg)
Divide by 4and determinewhen to teach
what
![Page 494: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/494.jpg)
Divide in half and write semester
exams
![Page 495: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/495.jpg)
Divide in half again and write 1st & 3rd
quarter exams
![Page 496: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/496.jpg)
Break your quarters into weekly lessons
teaching 3-6 phrases per week
![Page 497: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/497.jpg)
Write your quizzes for each lesson
![Page 498: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/498.jpg)
Write your stories(weekly lessons)
![Page 499: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/499.jpg)
Q & A
![Page 500: TPRS® Beginning Workshop 2012](https://reader038.vdocuments.us/reader038/viewer/2022102905/55d554d2bb61ebd9108b45d0/html5/thumbnails/500.jpg)
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