From end to beginning:  How to vertically align your language program 

From end to beginning: How to vertically align your language program

From end to beginning: How to vertically align your language program (speaking and listening)

Martha Pero&World Language Department at HHSHudson City [email protected]. in Ed. Bowling Green State University, OHM.A. Spanish Translation Kent State University, OHTeaching for 27 years2 North Baltimore, OH25 Hudson, OH5 years at Kent State UniversityAshland UniversityNBCTPresident Ohio Foreign Language Association 2008CSC Teacher of the Year, Finalist ACTFL TOYHarvard Award for Excellence in Teaching

Martha PeroHudsons historyBuy inAgreed upon gradingBackward designFamiliarity with state standardsHard to separate all these skills: integratedTo begin7 teachers teaching one language5 languages being taughtNo common assessmentStarted at chapter 1 and got to ???

Hudsons historyTeachers must be on boardSupport of PrincipalSupport of Curriculum DirectorProfessional developmentBuy in

What do you want them to know?Standards based?All practice grading different levels.Holistically or points per error?Rubric?

Agreed upon grading

Start with your highest level and go backwards.All teachers understand all levelsWork with teachers in other districts.Three main stages of designIdentify desired outcomes and results-what do they need to be able to do?

Determine what performance the students will do to illustrate competency.

Plan instructional strategies and leaning experiences that help them attain the goal.

Backward design

Clear performance goals based on key questionsEngaging, hands-on approachFocus on interesting ideas, questions, problemsReal-world application beyond the classroomQuality feeback systemChoices for students

Backward DesignKnow your standardsThe book should not decide what and how you teach.Familiarity with state standards

The hardest to doFind native speakers- Skype, community etc.Require target language in classYou speak as much as possible in target language in class- ACTFL guidelines 90% at all levelsSpeaking rubrics (handout)Judge on if a native speaker can understand- if can communicate

SpeakingFormal presentation 2 minutes (handout)Read one article, listen to one source, speak 2 minutesInformal simulated conversation (handout)Do as many as possible during yearSpeaking journals (handout)(Rebecca Wiehe)5/2 Students talk about a subject for 5 minutes, then one person goes to another group and talks for 2 minutes

Speaking APGive topic ahead of timeTypes of activities6 picture sequence to tell a story (handout)PowerPoint presentation with phrases only on slidesSkype with native speakers5 words (Joe Moore) put 5 words on the screen, half the students have back to the screen, partner describes words to get the student to say it in English Level 4EXIT RAMPSHORTCOMINGSEXPULSIONSEEDTHUG

5 wordsAFFECTIONASSORTMENTCATAPULTCHEMOTHERAPYCRUTCH

5 wordsOdesDebates/with notecards of facts Oral summaries of news articlesEllis Island (vide0)

Speaking Level 4

Noticias - (handout)Planned presentations Teach circumlocution to learn new words or explain them.Tell stories- campfire, Answer direct questions that are open ended. Prepare for questions, then be ready for related questions.Practice speaking in different tenses, especially questionsLip sync songs (example)Speaking Level 3Very direct questions that have been prepared (handout)Tell them what they need to use. Direct object pronouns etc.Use some opened questions that elicit vocabulary that they knowChange the verb tenses accordingly in the questionsStart teaching the transition words to connect thoughts. Also pause words to think while speaking.

Speaking Level 2Very short and to the pointFrustrating for them because they want to say things they do not know how to say in target languageKeep the speaking very focusedGive a lot of input before expecting a lot of output.Use picture flashcards or PowerPoint to elicit a response of a word or sentence.Please work on pronunciation from day one. It is very difficult to change bad habits 3 years later.Sing songs

Speaking Level 1Let them hear themselvesHave them transcribe what they sayThey never believe that they said... until they hear it.Have peers listen for comprehensibilitySelf-awareness it vitalSpeaking all levelsAP Interview a native speaker- Make questions and respond to speaker on own- recordFourth year- show and tell no cards, peers think of questions as they listenThird year- Bring show and tell with specific words on cards, not all written out. Peers take notes on what is said and summarize.Second year make up questions and answer that is directed (Handout Barbara Snyder)First year - specific questions. (handout)ExampleListen, listen, listenDo all that you have available with your seriesThis is often very difficult at all levelsThe more they hear you speaking the target language, the more they will understand others

ListeningUse the computersThere are many online foreign newspapers with video and oral clips. Univision in Spanish is excellentWatch T.V. in the target language if availableShow movies in class in target language and hide subtitlesMany AP materials out there especially in Spanish- use themFor listening on exam, read questions first, write notes while listening looking for the questionsInterview native speakersWhen it goes to fast, tell them to listen fast.

Listening APListen to a variety of accents, never know what will be on the examListen, read, readcompare, contrasttake notes on the listening and reading in Venn, draw arrows for comparisons, then write Listening AP for examTeach to stay focused.Listen for main ideas.Show them the cadence of the languageListen more than once dont give upThe only way to get better is to listen to as much as you canUse news videos that they can see what is going on to help create meaning.

Listening 4Odes Stories on tapeMovies in target language with subtitlesSongs

Listening 4Video seriesExtra- Streaming video French, German, Spanish (example)Aventuras Vascas SpanishLa Catrina- SpanishSuggestions?Authentic samples are difficult and fast- use for main idea only

Listening level 3Texbook audioAuthentic commercials in target lanugageAuthentic short cuts- look for key wordsSongs, songs, songs print words so they can see and sing along

Listening Levels 1 & 2AP-Listen with no vocabulary available nor video.Level 4- Listen with video.Level 3- learn vocabulary before videosLevel 2 and 1- Videos should be very specific or known to the students. They can pick words out.

ExampleStart with where you want to go.

Conclusion

WoundedKevin MacLeodHeartfelt MelodiesBlues142504.05XXX - 0