Outline Part I Speaking 1. Strategies 2. Sample Dialogue Volunteer for the dialogue… This is when you call! Part II Listening Comprehension 1. Strategies 2. Example Part I Speaking 1. Strategies 2. Sample Dialogue Volunteer for the dialogue… This is when you call! Part II Listening Comprehension 1. Strategies 2. Example

Outline Part III Reading Comprehension 1. Strategies 2. Examples of each section Part III Reading Comprehension 1. Strategies 2. Examples of each section

Outline Part IV Writing 1. The Rubric… What is expected? 2. Strategies 3. Student Samples 4. Grammar… With what do you need help? Part IV Writing 1. The Rubric… What is expected? 2. Strategies 3. Student Samples 4. Grammar… With what do you need help?

Proficiency Exam Outline Part I: Speaking 30 credits Part II: Listening Comprehension 40 credits Part III: Reading Comprehension 20 credits Part IV: Writing 10 credits Part I: Speaking 30 credits Part II: Listening Comprehension 40 credits Part III: Reading Comprehension 20 credits Part IV: Writing 10 credits

Oral Dialogue Part I Strategies 1. Do not give just yes/no responses 2. Do not restate all or essential parts of what the teacher has just said. 3. When you are stuck, say something in Spanish. Silence is very uncomfortable. 1. Do not give just yes/no responses 2. Do not restate all or essential parts of what the teacher has just said. 3. When you are stuck, say something in Spanish. Silence is very uncomfortable.

1. Each utterance must be a Checkpoint A idea. This can be achieved by adding… but, because, or by adding a question after your simple response. 2. Do not go to the main point immediately. Put yourself in the situation and expand the conversation. 1. Each utterance must be a Checkpoint A idea. This can be achieved by adding… but, because, or by adding a question after your simple response. 2. Do not go to the main point immediately. Put yourself in the situation and expand the conversation. Oral Dialogue Part I Strategies

What is Checkpoint A? understand simple material for informative or social purposes; understand the essential content of standardized messages and short, general, public statements; comprehend the main idea of text written in simple structure and syntax when they can rely on visual cues and prior familiarity with the topic; understand simple language containing only the highest frequency grammatical patterns and vocabulary items; sometimes guess at cognates and highly contextualized unfamiliar vocabulary; and read the material several times in order to achieve understanding. understand simple material for informative or social purposes; understand the essential content of standardized messages and short, general, public statements; comprehend the main idea of text written in simple structure and syntax when they can rely on visual cues and prior familiarity with the topic; understand simple language containing only the highest frequency grammatical patterns and vocabulary items; sometimes guess at cognates and highly contextualized unfamiliar vocabulary; and read the material several times in order to achieve understanding.

Ejemplos... Teacher:¿Quieres ir de compras? Student: Teacher:¿Quieres ir de compras? Student: No, gracias. Voy a estudiar. Está bien. ¿Cuándo? Sí. Necesito comprar una camisa

Student Dialogue Sample (Student Initiates) You are at a store in (country) and you want to buy a gift for your host family. I am the sales clerk. I will suggest some items and you will tell me how you fell about the suggestions. (Student Initiates) You are at a store in (country) and you want to buy a gift for your host family. I am the sales clerk. I will suggest some items and you will tell me how you fell about the suggestions.

Useful Expressions Es un placer. No hay de qué. Estoy seguro. No te preocupes. Es una lástima. Es una buena idea. Estoy de acuerdo. Me gustaría/Quisiera Es un placer. No hay de qué. Estoy seguro. No te preocupes. Es una lástima. Es una buena idea. Estoy de acuerdo. Me gustaría/Quisiera It is a pleasure. You are welcome. I am sure. Don’t worry. It is a pity. It is a good idea. I agree. I would like... It is a pleasure. You are welcome. I am sure. Don’t worry. It is a pity. It is a good idea. I agree. I would like...

Dialogue Sample 1 (Teacher initiates) I am your friend. We are planning a party. We will talk about what each of us will do to prepare for it. I will start the conversation. (Teacher initiates) I am your friend. We are planning a party. We will talk about what each of us will do to prepare for it. I will start the conversation.

Dialogue Sample 2 (Teacher initiates) I am your host parent in Mexico. We are talking about your plans for the future. I will start the conversation. (Teacher initiates) I am your host parent in Mexico. We are talking about your plans for the future. I will start the conversation.

Dialogue Sample 3 (Student initiates) I am your friend. We are planning a day at the beach. You start the conversation. (Student initiates) I am your friend. We are planning a day at the beach. You start the conversation.

Dialogue Sample 4 (Student Initiates) I am your teacher in Costa Rica. You have a report that is due tomorrow, but you need additional time to complete the assignment. You start the conversation. (Student Initiates) I am your teacher in Costa Rica. You have a report that is due tomorrow, but you need additional time to complete the assignment. You start the conversation.

Part II Listening Comprehension Part 2a20 points * 10 short listening passages in the target language read by teacher with multiple choice questions in English. Part 2b10 points * 5 short listening passages in the target language read by teacher with multiple choice questions in target language. Part 2c10 points * 5 short listening passages in the target language read by teacher with questions in English and with multiple choice answers in picture format. Part 2a20 points * 10 short listening passages in the target language read by teacher with multiple choice questions in English. Part 2b10 points * 5 short listening passages in the target language read by teacher with multiple choice questions in target language. Part 2c10 points * 5 short listening passages in the target language read by teacher with questions in English and with multiple choice answers in picture format.

Strategies for Listening Comprehension Do not read questions or answers while the teacher is reading the paragraph. Deduce the answer by focusing on key words used in context which will lead you to the correct answer. Eliminate the answers that you do not hear. Do not focus on dates and names. Do not read questions or answers while the teacher is reading the paragraph. Deduce the answer by focusing on key words used in context which will lead you to the correct answer. Eliminate the answers that you do not hear. Do not focus on dates and names.

Strategies for Listening Comprehension Do not try to translate as the teacher is reading. Never leave a blank answer… give it your best guess. Never change an answer once you have moved from this question. Do not try to translate as the teacher is reading. Never leave a blank answer… give it your best guess. Never change an answer once you have moved from this question.

Part III Reading Comprehension Part A – 6 multiple choice questions, responses in English Part B – 4 multiple choice questions, responses in Spanish Part A – 6 multiple choice questions, responses in English Part B – 4 multiple choice questions, responses in Spanish

Read through the passage completely to find the main idea. Read a second time with the intent to find the answer to the specific question. Do not assume that words in the reading are repeated in the answer. Read through the passage completely to find the main idea. Read a second time with the intent to find the answer to the specific question. Do not assume that words in the reading are repeated in the answer. Part III Reading Comprehension

Relate the main idea with vocabulary that you already know and deduce the meaning of other words by how they are used in the paragraph. Look for cognates and root words to assist you in finding the answer. Relate the main idea with vocabulary that you already know and deduce the meaning of other words by how they are used in the paragraph. Look for cognates and root words to assist you in finding the answer. Part III Reading Comprehension

Focus on “tone” and theme of the writing. Look for supporting details. Think of the intention of the writer… not just the literal meaning of the passage. Focus on “tone” and theme of the writing. Look for supporting details. Think of the intention of the writer… not just the literal meaning of the passage.

Writing - Part IV Select two of the three possible tasks Each writing must contain 30 or more words to earn full credit for length. When you write 30 words, write 10 more. Select two of the three possible tasks Each writing must contain 30 or more words to earn full credit for length. When you write 30 words, write 10 more.

Writing Strategies Avoid exaggeration and humor. Make sure all information relates to purpose. Make sure your writing is Checkpoint B level. Do not cut yourself short - plan to write words Avoid exaggeration and humor. Make sure all information relates to purpose. Make sure your writing is Checkpoint B level. Do not cut yourself short - plan to write words

Transitional words… antes (before) primero (first) al principio (at the beginning) entonces (then) luego (then, later) más tarde (later) próximo (next) sin embargo (however) finalmente (finally) en resumen (in summary)

Cosas que hacer antes del examen Read Spanish, listen to Spanish, or watch Spanish television! Speak Spanish with someone! Study Regents vocabulary and expressions! Don’t “cram” grammar! Be rested, alert and patient! Say to yourself… I am prepared! Read Spanish, listen to Spanish, or watch Spanish television! Speak Spanish with someone! Study Regents vocabulary and expressions! Don’t “cram” grammar! Be rested, alert and patient! Say to yourself… I am prepared!