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 Acquisition and Memorization take place in different parts of the brain.

 We have to be realistic about the amount of language that our students can learn within the time constraints that we have.

 Grading includes ONLY those activities that reflect students’ proficiency in language.

 Grade is divided into categories or “standards” so that students are able to identify their strengths and weaknesses.

 Assessments are divided by category, not a lump grade for all skills.

 Formative assessments should not penalize students for not having acquired the current structures. They should be used as a guide for future instruction.

 Summative assessments should be given after it is certain that 80% of students are at an 80% proficiency on current material.

 adrenaline2012.wikispaces.com/My+OPI +Top+Ten adrenaline2012.wikispaces.com/My+OPI +Top+Ten

 Reading  Writing  Speaking  Listening  Culture  Vocabulary  Grammar/Structures

 Homework?  Participation?

 Reading and Listening reflect students’ understanding of the language and are important skills so I value them at 25% each in level one, 20% each in level 2, and 15% each in levels 3 and 4.

 Writing and Speaking reflect students’ ability to produce language and are the highest level skills so I value them at 15% each in level one, 20% each in level 2, and 25% each in levels 3 and 4.

 Grammar and Vocabulary knowledge are less important but essential parts of language learning so I value them at 5% each.

 Cultural knowledge is also a component of my program and I value it at 10%

SPANISH 1SPANISH 2SPANISH 3SPANISH 4 Reading25%20%15% Listening25%20%15% Speaking15%20%25% Writing15%20%25% Culture10% Vocabulary choice 5% Grammar/ Structure 5%

 Listening: › Songs › Podcasts › Commercials › Re-tells of class stories › Audio books › Newscasts  › Music videos › Stories using current vocabulary

 News stories (appropriately adapted by level)  Chapters of novels  Classroom stories  Articles from student magazines like Scholastic’s  Articles from People or other Spanish magazines  Cartoons  Websites with train schedules, menus, and other authentic resources.

 Write down the story that you told in class and have students read it. Circle as you go.  Use novels by TPRS Publishing or any TPRS friendly type of reading material.  Have a reading library in your classroom.  Give FVR time.  Bring in magazines!!!

 Google voice  Re-tells  Classroom discussions  Debates  Pecha Kuchas  AUTHENTIC tasks with the current vocabulary.  Stolen from Paul Sandrock… Diagram of 4 squares as discussion prompt.

 Re-tells  Summaries  Captions  Persuasive- Express your opinion on a given topic.  Informative  Story to storybook  Comparative  Write a letter, , blog post, tweet a friend

 Look at these three as part of the other assessments.

 As a summative assessment of structures studied, give a writing assignment of telling a story based on pictures. Grade categories include use of new vocabulary, correctness of structures, and ease of expression.

 Develop cultural units with novels as the center. › Choose structures based on the grammar introduced in the novel. › Pre-teach all vocabulary and cultural knowledge needed to get students invested in the novel study. › Vary activites as you read because brains crave novelty!

 Front load grammar and culture.  Ask a lot of personalized questions with the vocabulary.  Use the vocab in class discussions.  Cultural lessons.  Film studies.

 MAKE READING REALISTIC: It’s a novel and your kids may just want to read it for enjoyment. If you test, aim for performance based assessments rather than reading comprehension quizzes.

 Stop and talk about how students feel!  Act out scenes  Connect to the characters.

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