Span+378+Winter+2018+Agenda

// The agenda for each class session will be posted here. //

toc **Feb. 6 & 8: Planning for Proficiency (Continued)**


 * Today's Topic: Planning for Proficiency**
 * Teachers will identify learning targets for shifting proficiency at each level.
 * Teachers will adapt textbook tasks so that they shift proficiency.
 * Teachers will create culturally contextualized lessons that shift proficiency.
 * Teachers will support proficiency development of second language learners by making input comprehensible, giving clear instructions, scaffolding tasks, and providing effective error correction and feedback.


 * Today's Guiding Questions:**

1) What do learners need to practice at each proficiency level in order to shift their proficiency to the next level? 2) How can a traditional textbook activity be adapted so that it is more likely to foster proficiency? 3) How can teachers use culturally authentic materials to contextualize learning experiences that support proficiency development? 4) Why are comprehensible input, clear instructions, scaffolding, and error correction/feedback critical to the development of second language proficiency? 5) How can teachers use [|21st century skills] to design learning environments and experiences that will systematically develop students' proficiency in a second language?


 * Today's Tools: **





FUN JEOPARDY GAME
 * ACTIVITY 1: Bienvenida**


 * ACTIVITY 2: Gospel-based Teaching Assignment Debrief (w/ ppt)**


 * **Froggy Activity**
 * **Cultural Realia Activity**
 * **Choice Boards**
 * **Four Corners Activity**


 * ACTIVITY 3: [|Formative Assessment] (Hold up your fingers - 1-4)**

Where are you when it comes to your understanding of proficiency?
 * [|Blog post explaining the strategy]
 * [|Downloadable posters for the classroom] (in English)


 * ACTIVITY 4: Teaching Proficiency to Students & Parents**


 * [|ACTFL Proficiency Levels]
 * [|Bicycle Analogy]
 * [|Level Up Language (Performance Tools for Goal Setting & Self-Evaluation)]
 * [|Path to Proficiency] (Alyssa Villareal)
 * [|Performance a la Mode] (Alyssa Villareal)
 * [|Integrate it Into Your Syllabus] (Sra. Hahn)
 * [|Proficiency at a Glance]


 * ACTIVITY 5: Experiencing Proficiency**

[|Interactive Activity for Explaining Proficiency Levels to Learners]


 * ACTIVITY 6:** **Analysis of Chapter 9 Homework Debrief and Q&A Session**


 * ACTIVITY 7: Planning for Proficiency: Lessons**


 * [|Proficiency-based, Backward Design Lesson Planning Form]
 * Contextualizing Lessons in Culture (La Tomatina, Juanes)
 * [[file:Example Mini-course Lesson Plan Template Janae Purcella.pdf]]
 * [[file:la tomatina lesson plan.doc]]


 * ACTIVITY 8: Planning for Proficiency: Units/Curriculum**
 * [|Proficiency-based Level 1 Curriculum]


 * ACTIVITY 9: Strategies for Shifting Learners' Proficiency**
 * [|Instructional Focus Resources]
 * [|Total Participation Resources]
 * Moving Students Along the World Language Proficiency Continuum


 * ACTIVITY 10: Providing Feedback on Proficiency**


 * [|Feedback Forms]


 * ACTIVITY 11: [|Self-Assessment]**


 * ACTIVITY 12:** **Homework**

=Feb. 1: Planning for Proficiency= = =
 * Today's Topic: Planning for Proficiency**
 * Students will use characteristics of proficiency to diagnose learners' needs.
 * Students will evaluate the extent to which typical textbook lessons develop proficiency.
 * Students will explore resources for improving proficiency.


 * Today's Guiding Questions:**

1) What are the characteristics of proficiency at each level? 2) How do most teachers plan typical Spanish lessons from a textbook? 3) How well does the typical textbook chapter develop proficiency? Where do breakdowns occur?


 * Today's Tools: YouTube **


 * ACTIVITY 1: Bienvenida**


 * ACTIVITY 2: Linguistic Competence** **(Legos PowerPoint)**


 * ACTIVITY 3: Identifying Proficiency Levels**

7) What is the role of pronunciation in proficiency?

[|Language Fail] media type="youtube" key="BNQLmHKlmiE" width="560" height="315"

[|Mayor Bloomberg Speaks Spanish] media type="youtube" key="O9KMgRamba0" width="560" height="315"


 * Activity 8: Analyzing Real Life Examples of Proficiency**

1) Review this [|one-page summary] of the [|ACTFL Proficiency Guidelines].

2) Watch these videos.

a) What do you NOTICE about the speaker's Spanish? b) In what areas does the speaker SUCCEED? c) In what areas does the speaker's Spanish BREAK DOWN? d) How would you rate this speaker's proficiency? e) What NEXT STEP will improve this speaker's Spanish? (Would this help students know what to do next? How about [|this one]?)

[|Ordering in Spanish at Taco Bell Fail] (2:25) - media type="youtube" key="y-T-GbasIqA" width="560" height="315"

[|Mayor Bloomberg Speaks Spanish] (:42) - media type="youtube" key="O9KMgRamba0" height="360" width="640"

[|Gov. Rick Scott of FL Speaking Spanish] (:26) - media type="youtube" key="MsPKV4JsrGQ" width="420" height="315"

[|Gwyneth Paltrow Speaking Perfect Spanish] (1:10) media type="youtube" key="aLTXYP27b-I" width="420" height="315"


 * ACTIVITY 3: Teaching Students About Proficiency (Create coping cards)**

[|One Semester of Spanish Love Song] (1:41) - media type="youtube" key="ngRq82c8Baw" width="420" height="315"


 * ACTIVITY 4: Planning from the Textbook**
 * Demo of a traditional lesson
 * Planning manipulatives
 * Think-aloud planning with a current textbook
 * So how do we plan lessons that shift proficiency?


 * ACTIVITY 5: Resources**

· [|ACTFL Oral Proficiency Guidelines] y [|Performance Descriptors]
 * ACTFL World-Readiness Standards
 * [|NCSSFL-ACTFL Global Can-Do Benchmarks]
 * ([|Linguafolio Grid,][|Checklists])
 * Exámenes orales globales (ACTFL/ETS OPI, [|AAPPL], [|IPA], SOPA)
 * ([|Unidad temática: La peineta colorada], [|Blendspace], [|Common Curriculum], [|LearnBoost], [|10MinuteLessons], [|Planboard], [|PlanbookEdu], [|Standards Toolbox])


 * Actividad 6:** **Homework**

=Jan 31: Proficiency=


 * Today's Objectives:**
 * Students will define proficiency. (See [|ACTFL Performance Descriptors] . bottom of p. 4)
 * Students will analyze speech samples from different levels of proficiency. ( [|ACTFL Proficiency Guidelines] )
 * Students will describe key characteristics of proficiency for each level.


 * Today's Guiding Questions: **

1) What do we mean by "proficiency?" 2) How do different proficiency levels manifest themselves in student performance? 3) How can teachers use characteristics of proficiency to diagnose learners' needs and support their success in the world language classroom?


 * Today's Can Dos: **

1) I can define proficiency. 2) I can describe key characteristics of proficiency for each level. 3) I can use characteristics of proficiency to diagnose learners' needs and support their success.


 * Today's Tools: **

[|Chatzy], [|Chatzy],, [|Google Hangouts], [|Popplet] , [|Slideshare] , [|Titan Pad] , [|Today's Meet]

= = ** ACTIVITY 1: ** **Log in to Today's Meet**

1) Click on this icon:

2) Type your name. 3) Keep this tab open during class time so you can chat with your classmates.

**ACTIVITY 2: What do we mean by proficiency?**



1) Find a partner. 2) Read the questions. 3) Discuss an answer to each question based on personal experience.


 * ACTIVITY 3: Popplet **

4) Click on this icon:

5) Follow the instructions that appear on your screen.

media type="custom" key="29559415"

6) Don't be afraid to click! If you need help, ask your colleagues in the Today's Meet chatroom.

7) Discuss how you might use Popplet as an assessment tool in a World Language Classroom. 8) View this example: [|http://popplet.com/app/index.php#/1175734] 9) Refer to this article for more information: [|World Language Students are Poppleting]


 * ACTIVITY 4:Popplet Discussion**

1) Go to: 2) Discuss how you might use Popplet as a tool for building or formatively assessing proficiency in a World Language Classroom.

media type="custom" key="29559381" 3) View this example: [|http://popplet.com/app/index.php#/1175734] 4) Refer to this article for more information: [|World Language Students are Poppleting]


 * ACTIVITY 5: Proficiency: Experience v. Proficiency v. Expertise**

media type="custom" key="29561009"

1) Watch the slide show. 2) Think of an answer to each question based on personal experience. 3) Click on this icon: 4) Follow the instructions that appear on your screen. 5) If you need help, ask your colleagues in the chatroom in the lower, right-hand corner of the screen.


 * ACTIVITY 6: ACTFL Oral Proficiency Pyramid**

1) Pick a partner. 2) Choose a tool: [|Chatzy], , [|Google Hangouts], [|Popplet] , [|Titan Pad] , [|Today's Meet] 3) Look at this diagram:  4) Discuss the diagram with your partner using the tool you chose.
 * In what ways is the diagram helpful?
 * Is there anything missing?
 * What implications does the diagram have for assessment?
 * Use the 3 bulleted questions above to discuss: [[file:resourcesfromgreg/JCPS Rubric Color.pdf|Jefferson County Public Schools Performance Assessment Rubric]]


 * ACTIVITY 7: ** **Oral Proficiency Interview Samples**

0) Skim the first page of this document: [|ACTFL OPI: Answers to Frequently Asked Questions]
 * [[image:meaningfulmethods/ACTFLProficiencyGuidelines2012.JPG link="http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english/speaking"]]

1) Pick a partner & a discussion tool. 2) Watch all of the examples in the Novice section. 3) After each example, discuss: 4) Watch the first example from the I ntermediate section. How is it different from the novice examples?
 * What does the student struggle with during the interview?
 * What CAN the student do with language?
 * What adjustments does the interviewer make or strategies does the interviewer use to help the student experience success?
 * What implications does this have for teachers working with middle/high school students who are primarily speakers with novice level proficiency?

5) Watch the first example from the Advanced section. How is it different from the intermediate examples? 6) View samples of different proficiency levels __[|in Spanish]__.

a) Go to the [|ACTFL Proficiency Guidelines in Spanish] (online version).

b) Look for the gray buttons.

c) Click on the View Samples button for Novice, Intermediate, and Advanced.

d) Choose at least **ONE video** to watch for each category.

e) What characteristics do speakers at each level possess?


 * Homework**

1) Watch the first example from the Intermediate section. How is it different from the novice examples?

2) Watch the first example from the Advanced section. How is it different from the intermediate examples?

3) Come prepared for a reading quiz. Use this checklist to be sure you are ready:
 * **I can define proficiency** (as it pertains to world languages).
 * **I can explain what an OPI is, how it is conducted, and why it is useful to language teachers**
 * **I can explain how student performance differs at the novice, intermediate, and advanced levels** (Review the descriptions of each level here: [|ACTFL Proficiency Guidelines])
 * **I can explain the unique contributions of the [|National Standards for Foreign Language Learning], the [|ACTFL Proficiency Guidelines], the [|ACTFL Performance Descriptors], and the [|NCSSFL-ACTFL Global Can Do Statements]** ( Skim this page: [|ACTFL Performance Descriptors], then familiarize yourself with [|this document]. Next, play around with this grid: [|NCSSFL-ACTFL Global Can Do Statements], then CAREFULLY explore [|this document]--particularly the checklists)



a) Read the questions.

b) Use the hyperlinked documents/page numbers to answer the questions.

c) Print a hard copy of the study guide.

d) Turn in the hard copy in class.

4) Visit Learner.org's [|Teaching Foreign Languages K-12 Library]

5) Optional: [|World-Readiness Standards for Learning Languages Video] media type="youtube" key="kCUubDQGFe0" width="560" height="315"



6) For your future information: Cell Phone Introductions

I See, I Think, I Wonder



=Jan. 25: Scope & Sequence= = = [|The Power to Teach]



=Jan. 23: Just the Basics=

=Jan. 18: First Days of School=


 * Today's Topic: Activities for the First Days of School**


 * Housekeeping: **


 * Roll
 * Resources:
 * [|El lenguage pedagógico]
 * [|UEN Toolbox]


 * Today's Learning Outcomes: **
 * Teachers will prepare **first-day activities** in the target language that support the development of a productive classroom climate.


 * Today's Can Dos: **

1) I can lay the foundation for the development of students' proficiency on the first day of class. 2) I can give students opportunities to use the target language on the first day of class. 3) I can help students to experience success on the first day of class through carefully structured activities that address significant content essential to proficiency.


 * Today's Guiding Questions: **

1) How can first-day activities be used to build a foundation for proficiency on the first day of class? 2) How can teachers use activities and assignments during the first week to simultaneously develop both a productive classroom climate and students' target language skills? 3) How can teachers ensure that learners experience success during the first week of class?


 * My Questions:**


 * ACTIVITY 1: Bienvenida **


 * ACTIVITY 2: Debrief ****Homework**


 * ACTIVITY 3: Greetings & Introductions **

a) How will you introduce yourself on the first day?

b) How will you help students to introduce themselves on the first day?


 * Identify key communicative language functions.
 * Identify key grammar and vocabulary needed to accomplish those functions.
 * Identify one activity that would help learners to practice those functions.

Fast Finishers: Explore these possible activities:
 * Inside/Outside Circles with Puppets
 * Uncommon Commonalities
 * Para Conocernos Mejor
 * Icebreakers


 * ACTIVITY 4: Quickfire Tasks - Participate, Evaluate, and Discuss Typical First Day WL Activities **

1) What content is typically taught in Intro. to Spanish or Spanish 1 classes during the first week?

2) In your opinion, what content should novice level students learn during the first week (and why)?

3) Participate in these activities.

// **Alphabet & Numbers** // ASL Alphabet Retail Alphabet Alphabet with Attitudes Alphabet Song Alphabet Dot-to-Dot Spelling Partner Practice ABC Riddle Worksheet Numbers Grid Drawing in Pairs

Greetings & Responses Cooperative Activity Greetings & Goodbyes Hear/Circle Classroom Scavenger Hunt
 * Greetings & Classroom Objects **

// **Colors** // Colors Listening Grid Color-by-Numbers Mystery Pictures Coloring Worksheets

// **Grammar Activities** // Coloring Grammar Worksheets Little Spanish Helper (Nate Whitney)

4) Which of these activities are foundational to proficiency?

5) Which of these activities could be eliminated (or adapted so that it is used to address "foundational" content?


 * ACTIVITY 5: Discussion of Today's Guiding Questions **

1) What are typical students worried about on the first day of class? 2) Why is it important for students to build relationships with one another during the first week of class? 3) How can teachers use activities and assignments during the first week to simultaneously develop both a productive classroom climate and students' target language proficiency?


 * ACTIVITY 6: ****Homework**

=Jan. 16: Establishing a Classroom Climate=


 * Today's Topic: Activities for the First Days of School**


 * Housekeeping: **


 * Roll
 * Resources:
 * [|El lenguage pedagógico]
 * [|UEN Toolbox]


 * Today's Learning Outcomes: **
 * Teachers will prepare **first-day activities** in the target language that support the development of a productive classroom climate.


 * Today's Can Dos: **

1) I can interactively engage students with classroom rules, each other, and the content of the course. 2) I can give students opportunities to use the target language on the first day of class.


 * Today's Guiding Questions: **

1) How can first-day activities be used to address the things that typical students worried about on the first day of class? 2) How can teachers use activities and assignments during the first week to simultaneously develop both a productive classroom climate and students' target language skills?


 * My Questions:**


 * ACTIVITY 1: Bienvenida **

a) How will you accomplish the following tasks on the first day of school? (Choose one link to explore.)
 * ACTIVITY 2: Bell-ringer/Starter/Do-Now/Repaso **
 * Introductions (you to students, and students to each other)
 * Icebreakers/Getting Acquainted with Students
 * Name Games (How will everyone in class learn each other's names?)
 * Goal Setting ([|Dear Me] Students write letters to themselves to read at the end of the year. You could also have them include goals for the year.)
 * Introduction of Routines & Procedures
 * Orienting Students to the Textbook

b) How will you engage students in the target language on the first day? (Explore at least one link below.)


 * [|Starting Day 1 in the Target Language]
 * [|First Day of School] (A Twitter Activity For Learning Centers for Levels 1-5)
 * [|First Day Teaching Ideas (New Students)]

c) Take notes on ideas you want to use in your own class.

Fast Finishers:
 * More Resources for Staying in the Target Language
 * [|Suggestions for Reusable Materials You Can Make In Advance]
 * [[file:languagelinks2006/Tools for Creative Teaching FL.pdf|Tools for Creative Teaching FL.pdf]]


 * ACTIVITY 3: ** **Managing Administrivia**


 * Grading Bell-ringers
 * Taking Attendance
 * Routines & Procedures


 * ACTIVITY 4: Building a Classroom Climate **




 * ACTIVITY 5: Debrief ****Homework**

a) Open an electronic copy of your syllabus/disclosure document. b) Form a group of 4. c) Choose a syllabus on which to give feedback. d) Discuss the syllabus as a group using these sentence starters: e) The author of the syllabus sits with their back to the group.
 * One really effective thing about the **design** of the document...
 * One really effective thing about the **content** of the document...
 * One **question** I have about the document is...
 * When I think about your document from the **perspective of a student/parent/administrator**, one thing I notice is...
 * The group discusses the syllabus respectfully.
 * The author does not participate in the discussion.
 * The author does not get to reply to the comments made during the discussion.
 * The author takes notes on the discussion.
 * The author thanks the group for their feedback at the end of the discussion.


 * ACTIVITY 6: ****Homework**

=Jan. 11: Getting Started=


 * Housekeeping: **


 * Roll
 * Review of **Homework**
 * Resources:
 * [|El lenguage pedagógico]
 * [|UEN Toolbox]


 * Today's Learning Outcomes: **
 * Teachers will justify and defend the pedagogical value of different seating arrangements.
 * Teachers will create a course syllabus that motivates learners and engages parents.


 * Today's Can Dos: **

1) I can use seating, syllabi, and routines and procedures to strategically develop a productive learning environment.


 * Today's Guiding Questions: **

1) What are typical students worried about on the first day of class? 2) Why is it important for students to build relationships with one another during the first week of class? 3) How do seating, syllabi, and routines and procedures help to establish a productive learning environment?


 * ACTIVITY 1: Bell-ringer/Starter/Do-Now/Repaso - **** [|Teacher Effectiveness Quiz] **

Fast Finishers: Skim the [|preview] of //[|The First Days of School]// by Harry & Rosemary Wong


 * ACTIVITY 2: Bienvenida **


 * ACTIVITY 3: Debrief Homework **


 * ACTIVITY 4: Quickfire Tasks **


 * QUICKFIRE TASK 1:** **Classroom Set-up**


 * a) Skim the seating charts below.**




 * Seating Diagrams on pp. 41-46 of //[|Tools for Teaching, 2nd Edition]// by Fred Jones (See also [|3rd edition])
 * [|A Brief Tour of My TPRS Classroom] - Helpful blog post illustrated with photos
 * [|A Charla Life - My Classroom] - A great blog post that consists primarily of photos that show a middle school Spanish teacher's routines and procedures
 * [|Suggestions for Classroom Set-up] - Basic suggestions re: classroom set-up for beginning teachers


 * b) Pick a tool.**


 * [|Classroom Architect] - Use this website to help you visualize different arrangements of furniture in your classroom
 * [|Interactive Classroom Maps] - Drag and drop to help yourself visualize the arrangement of furniture in your classroom. Explore the other tools too--there are lots of good ones!
 * [|SmartDraw]
 * [|Scholastic Class Set-up Tool]


 * c) Create a floor plan/seating diagram for your class.**


 * QUICKFIRE TASK 2****: Traffic Flow, Materials,** ** & Materials Storage **


 * a) Skim these links. **
 * [|Materials]
 * Supplies
 * [|Suggestions for Reusable Materials You Can Make In Advance]
 * [[file:Tools for Creative Teaching FL.pdf]]
 * [|Utah Idaho Map & Supply]
 * [|Teacher's Discovery]
 * [|Carlex]
 * [|Oriental Trading]


 * b) Find a partner.**


 * c) Generate a top 10 list of materials you will collect for your classroom.**


 * QUICKFIRE TASK** **3:** **[|Classroom Routines & Procedure]s**


 * a) Find a new partner.**


 * b) Make a list of 5 types of things teachers ask students to do daily in world language classrooms.**


 * c) Identify how items on your list break down.**


 * d) Skim these links.**
 * [|20 Must-Teach Routines & Procedures for Middle School]
 * [|Attendance Routine for DLI (in Spanish)]
 * [|Daily Schedule Signs in Spanish]
 * [|Visual Routines for Students with Autism] (Click through the previews) - How could this help in a Spanish or DLI classroom?
 * [|ASL Signals for Managing Participation]
 * [|Teacher Memes]


 * e) Identify one routine or procedure that could prevent a breakdown.**


 * Fast Finishers Explore: More Classroom Management Resources**


 * QUICKFIRE TASK 4: Create a Visual Course Syllabus/Disclosure Document **


 * a) Find a partner.**


 * b) Discuss the question:** ** What do students want to know v. what do teachers want to tell them on the first day? **


 * c) Review the print and online syllabi.**
 * **What do you like?**
 * **What do you dislike?**
 * **What is most helpful to students?**


 * Print **


 * Graphic **

[|Bring Your Game] [|Your Class Binder] [|Our Semester Adventures] (Can Dos) [|Syllabus de la Clase 3 con Sra. Bergeron] [|Español 1 Laura Sexton] [|Espanol 2 Sra. Ramirez] [|Español 1 Sra. Hahn] [|Español 4]


 * d) Identify 3 key pieces of information you want to share in your own syllabus.**


 * e) Use** [[image:languagelinks2006/CanvaLogo.JPG link="https://www.canva.com/"]] ** to create a visual ****class syllabus/disclosure document.**


 * ACTIVITY 5: ****Homework**

=Jan. 9: Intro. to the Course=


 * Today's Topic: ** Intro. to the course.


 * Today's Learning Outcomes:**
 * Students will get to know one another.
 * Students will identify key issues related to classroom instruction.


 * Today's Can Dos:**

1) I can interactively engage students with classroom rules, each other, and the content of the course. 2) I can prepare a scope and sequence for a beginning Spanish course.


 * Today's Tools: **


 * Housekeeping:**


 * Roll
 * Name Cards
 * Bienvenida
 * Swap Shop
 * What has the Lord taught you this week?
 * Opening Prayer
 * Student Marshalls for UFLA
 * UCET
 * Textbooks


 * ACTIVITY 1: Introductions**


 * Who am I?
 * What is the Lord preparing you to do?
 * Expectations (2 hours of homework for every credit hour)
 * Self-care [[image:ManageYourEnergyNotYourTime.JPG width="507" height="157" link="https://hbr.org/2007/10/manage-your-energy-not-your-time"]]
 * Capacitate yourself to be leaders in the field


 * ACTIVITY 2: Buzzword Bingo**


 * ACTIVITY 3: Intro. to** **Course Wiki**


 * ACTIVITY 4: Course Syllabus**


 * ACTIVITY 5: Scope & Sequence**


 * ACTIVITY 6: Homework**