AP 2013 Reading Professional Night AP Spanish Language and Culture Maritza Sloan, Plano West Senior High School, Texas

What is new in the AP Spanish Language and Culture Exam?  Students will be provided contexts for doing exam tasks. They will not be asked questions that are de-contextualized. Advance Organizers will provide information before students begin working on a task. Preview Time will allow for students to read and preview questions before audio sources play. Audio Sources will be played twice. Students will be given 1 minute to answer questions before the audio plays a second time, at which time they will receive 15 additional seconds per question.  In spoken and written responses, accuracy of content will be important, as well as linguistic accuracy. In most of their spoken and written responses, students will be required to demonstrate understanding of some type of input.

Features of the revised AP® Exam Students work with a greater variety of authentic materials, both print and audio, reflecting the linguistic and cultural diversity of the Spanish-speaking world.  Literary and journalistic texts but also announcements, advertisements, letters, maps, tables, etc.  Scripted dialogues but also radio interviews, podcasts, public service announcements, brief presentations, etc.  Criteria for selection are comprehensibility (accent, pace, minimal background noise/overlap) and relevance to a course theme and to a topic that could interest students.  Materials will be reasonably chosen, but will reflects a range of cultural perspectives and linguistic features. ‹23›

AP Exam Format – Multiple Choice SectionNumber of Questions Percent of Final Score Time Section I: Multiple Choice, Interpretive Communication Approx. 95 minutes Part A Print Texts30 questions 50% Approx. 40 minutes Part B Print and Audio Texts (combined) 35 questions Approx. 55 minutes Audio Texts

AP Exam Format – Free Response SectionNumber of Questions Percent of Final Score Time Section II: Free Response, Interpersonal and Presentational Communication Approx. 85 minutes Interpersonal Writing: Reply 1 prompt12.5%15 minutes Presentational Writing: Persuasive Essay 1 prompt12.5% Approx. 55 minutes Interpersonal Speaking: Conversation 5 prompts12.5% 20 seconds for each response Presentational Speaking: Cultural Comparison 1 prompt12.5% 2 minutes to respond

Advance Organizers SAMPLE: Print Source Introducción Tema curricular: Los desafíos mundiales Este texto trata del envejecimiento de la población europea. El artículo original fue publicado el 25 de febrero de 2008 en Inglaterra por el periodista Inder Bugarin. SAMPLE: Print Source Introducción Tema curricular: Los desafíos mundiales Este texto trata del envejecimiento de la población europea. El artículo original fue publicado el 25 de febrero de 2008 en Inglaterra por el periodista Inder Bugarin.

Advance Organizers SAMPLE: Audio Source Introducción Tema curricular: La ciencia y la tecnología Esta grabación trata del Primer Simposio de Bioluminiscencia en Vieques. El reportaje fue publicado el 20 de enero de 2011 en Puerto Rico por el programa Sea Grant. Son entrevistadas Lirio Márquez, la coordinadora del simposio, la senadora Norma Burgos, la senadora Marita Santiago y Ruperto Chaparro, el director de Sea Grant. La grabación dura aproximadamente tres minutos. SAMPLE: Audio Source Introducción Tema curricular: La ciencia y la tecnología Esta grabación trata del Primer Simposio de Bioluminiscencia en Vieques. El reportaje fue publicado el 20 de enero de 2011 en Puerto Rico por el programa Sea Grant. Son entrevistadas Lirio Márquez, la coordinadora del simposio, la senadora Norma Burgos, la senadora Marita Santiago y Ruperto Chaparro, el director de Sea Grant. La grabación dura aproximadamente tres minutos.

Aligning Assessment to Curriculum Key Revisions to the AP Exam New types of Multiple Choice items For texts that are interpersonal in nature (letters, interviews, promotional pieces): What would an appropriate reply to X be? How does what X says/writes relate to what something Y has said/written? (agreement, contradiction, support, elaboration) For texts that are presentational in nature (brief lectures/presentations, print narratives): How does the speaker/author organize the text? What would be an appropriate summary statement of the text? For combined sets: How does information in the print text relate to information in the audio text? (general/specific, point/counterpoint)

Aligning Assessment to Curriculum Key Revisions to the AP Exam Multiple Choice items — Mix of factual and interpretive questions — Vocabulary in context — Purpose of the text, point of view of speaker/writer — Audience of the text — Inferences and conclusions — Questions of “cultural” or “interdisciplinary” nature that ask students to show understanding of information contained in the text

Understanding the new Free Response Section

AP Exam Format – Free Response SectionNumber of Questions Percent of Final Score Time Section II: Free Response, Interpersonal and Presentational Communication Approx. 85 minutes Interpersonal Writing: Reply 1 prompt12.5%15 minutes Presentational Writing: Persuasive Essay 1 prompt12.5% Approx. 55 minutes Interpersonal Speaking: Conversation 5 prompts12.5% 20 seconds for each response Presentational Speaking: Cultural Comparison 1 prompt12.5% 2 minutes to respond

Targeted Learning Objectives for Written Presentational Communication  The student engages in the written exchange of information, opinions, and ideas in a variety of time frames in formal situations.  The student writes formal correspondence in a variety of media using appropriate formats and conventions.  The student elicits information and clarifies meaning by using a variety of strategies.  The student initiates and sustains interaction during written interpersonal communication in a variety of media.  The student understands a variety of vocabulary, including idiomatic and culturally appropriate expressions.  The student uses a variety of vocabulary, including idiomatic and culturally appropriate expressions on a variety of topics.

Free-Response Item 1 Reply (Interpersonal Writing) Directions (in English and Spanish, printed side-by-side): You will write a reply to an message. You have 15 minutes to read the message and write your reply. Your reply should include a greeting and a closing, as well as respond to all the questions and requests in the message. In your reply, you should also ask for more details about something mentioned in the message. Stimulus: A formal message (i.e., from a business, organization, university) presented as an message window; contains a greeting and a closing; contains a request for clarification, elaboration or explanation by the student; contains two questions that cannot be answered yes/no. ‹27›

Targeted Learning Objectives for Written Interpersonal Communication  The student plans and produces written presentational communications.  The student produces persuasive essays.  The student demonstrates comprehension of content from authentic written and print resources.  The student demonstrates comprehension of content from authentic visual resources.  The student demonstrates comprehension of content from authentic audio resources.  The student demonstrates an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, or political).  The student uses reference tools, acknowledges sources, and cites them appropriately.

Free-Response Item 2 Persuasive Essay (Presentational Writing) Directions (in English and Spanish, printed side-by-side): You will write a persuasive essay to submit to a Spanish-language writing contest. The essay topic is based on three accompanying sources, which present different viewpoints on the topic and include both print and audio material. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then you will have 40 minutes to prepare and write your essay. In your persuasive essay, present the sources’ different viewpoints on the topic and also clearly indicate your own viewpoint and thoroughly defend it. Use information from all of the sources to support your essay. As you refer to the sources, identify them appropriately. Also, organize your essay into clear paragraphs. ‹28›

Free-Response Item 2 (cont’d) Persuasive Essay (Presentational Writing) Stimuli: (1) A print source (journalistic article or literary text) that presents a clear opinion on the topic; opinion is different from that of the audio source (authentic source, may be excerpted) (2) A map with text, a chart or a table that presents information on the topic—this source doesn’t have to present an opinion (authentic source) (3) An audio source (interview, report or announcement) that presents a clear opinion on the topic that is different from the opinion in the print source (authentic source, may be excerpted) ‹29›

Targeted Learning Objectives for Spoken Interpersonal Communication  The student engages in the oral exchange of information, opinions, and ideas in a variety of time frames in informal situations.  The student elicits information and clarifies meaning by using a variety of strategies.  The student states and supports opinions in oral interactions.  The student initiates and sustains interaction through the use of various verbal and nonverbal strategies.  The student understands a variety of vocabulary, including idiomatic and culturally appropriate expressions.  The student uses a variety of vocabulary, including idiomatic and culturally appropriate expressions on a variety of topics.

Free-Response Item 3 Conversation (Interpersonal Speaking) Directions (in English followed by Spanish): You will participate in a conversation. First, you will have 1 minute to read a preview of the conversation, including an outline of each turn in the conversation. Afterward, the conversation will begin, following the outline. Each time it is your turn to speak, you will have 20 seconds to record your response. You should participate in the conversation as fully and appropriately as possible. Stimulus: Outline of a conversation in Spanish that contains a description of each of five utterances from the interlocutor (the recording) and each of five utterances from the student; descriptions in the outline focus on communicative functions (e.g., tell your friend what happened, make a suggestion, offer a solution, excuse yourself and say goodbye). ‹30›

Targeted Learning Objectives for Spoken Presentational Communication  The student plans, produces, and presents spoken presentational communications.  The student expounds on familiar topics and those requiring research.  The student demonstrates an understanding of the features of target culture communities (e.g., geographic, historical, artistic, social, and/or political).

Free-Response Item 4 Cultural Comparison (Presentational Speaking) Directions (in English followed by Spanish): You will make an oral presentation to your class on a specific topic. You will have 4 minutes to read the topic and prepare your presentation. Then you will have 2 minutes to record your presentation. In your presentation, compare your own community to an area of the Spanish- speaking world with which you are familiar. You should demonstrate your understanding of cultural features of the Spanish-speaking world. You should also organize your presentation clearly. Stimulus: There is no stimulus, only a prompt. The goals of this task are for the students to speak first about themselves and their communities (using description or explanation) and then speak of an area of the Spanish-speaking world about which they’ve learned something or have some personal experience (using comparison). Students are encouraged to cite examples from materials they’ve read, viewed and listened to; personal experiences; and observations. ‹31›

Putting It All Together: Lesson Samples