1.  Putting theory into practice How my participation in the FLAP grant has influenced my teaching

2.  About Me  Straight from college into the FLAP grant program  3 rd year teaching French at Mahwah High School

3.  Today’s Presentation  What I learned from the program about selecting resources and structuring activities  Strategies for putting this knowledge to practice in the classroom  The effect such strategies have had on my teaching

4.   In this mode, students demonstrate understanding of spoken and written communication within appropriate cultural contexts.  Beyond the Novice level, “interpretation” differs from “comprehension” because it implies the ability to read “between the lines” Definition provided from NJ CCCS www.state.nj.us/education/cccs/standards/7/7.pdf The Interpretive Mode

5.  Let’s Talk Resources What resources do you use for your interpretive activities? What criteria do you use in selecting these resources?

6.  Selecting Appropriate Resources New Jersey Core Curriculum Content Standards for World Languages http://www.state.nj.us/education/cccs/stand ards/7/7.pdf

7.  Selecting Appropriate Resources  Should all be authentic- created by native speakers and intended for native speakers  At the novice level, resources should be - Short - Supported by visual cues - Contain repetition

8. 

9.  Blogs

10.  Poems/ Cartoons

11.  Infographics

12.  Weather and News Reports

13.  Songs and Movie Trailers

14.  Where can I find these authentic materials? Here is a collection of the 8 resources that I have found most useful in generating interpretive activities.

15.  Okapi, Astrapi Magazines (www.bayard-jeunesse.com)

16.  Pinterest and Twitter

17.  University of Texas (videos and exercises) Français interactifSpanish Proficiency Exercises

18.  www.audio-lingua.eu (podcasts for all levels)

19.  www.7billionothers.org/fr

20.  enseigner.tv5monde.com (French only)

21.  www.youtube.com

22.  Making the Most of Our Resources Think about the most recent interpretive activity you did in class. 1.What did you ask your students to do with this resource? 2.What do you stress and/or avoid when generating interpretive activities? Take a minute and discuss your latest interpretive activity with some one from another district.

23.  Structuring Interpretive Activities New Jersey Core Curriculum Content Standards for World Languages http://www.state.nj.us/education/cccs/stand ards/7/7.pdf

24. 

25.   Read between the lines  Identify where in the text/audio they found their responses  Use specific information from the text/audio in support of their own reasoning/opinions What Do Effective Interpretive Questions Require Students to Do?

26.  Types of questions  Key word recognition  Main idea  Supporting details  Deducing the meaning of new words  Inference questions and cultural connections  Identifying organizational features  Determining the author/speaker’s intent

27.  Technology Example

28.  For the lower levels, it is preferable to generate interpretive activities in L1 since we are focusing on comprehension of the text, not the questions. This will also prevent students from lifting information from the text that they do not understand. Use of L1 v L2

29.   Lifting information refers to one’s ability to correctly isolate a desired response within a text without understanding the meaning of the question and/or response.  Confusing? Just read the following paragraph and see if you can answer my questions. What does that mean, “lifting information”?

30.  A krinklejup was parling a tristlebin. A barjam stipped. The barjam grupped, “Minto” to the krinklejup. The krinklejup zisked zoely. 1. What was the krinklejup doing? 2. What stipped? 3. What did the barjam grup? Source: Teaching in Multilingual classrooms If you answered these questions correctly, you successfully “lifted information” from the text. To prevent students from “lifting information” we need to be careful how we word our questions. Can you lift?

31.  Modify the Task, Not the Text  Because our resources are authentic, they will contain language and structures unfamiliar students  For challenging resources, we don’t need to edit the text or “dumb down” the language for students.  Instead, try to modify the task. Give them support in what you ask them to do.  By adjusting what you ask students to do, you can use one resource across multiple proficiency levels.

32.  Modifying Key Words  Scan Sonic Novice: blue accused slow fast nice rebel consoles

33.  Modifying Key Words  Scan Sonic Intermediate: launched to compete with hedgehog speed while confrontation with the end of no longer had

34.  Modifying Supporting Details  Scan Sonic Novice: A. Nintendo consoles were considered too slow. B. Sonic was released by Sega. C. Sega stopped making video games in 1990. Intermediate: A. Why Sonic was created by Sega: B. Why Sega no longer makes consoles: C. What happened to Sonic once Sega stopped producing consoles: