01-iFLT 2015-cover2€¦ · TPRS Publishing offers a wide variety of compelling leveled readers to bridge the gap from novice-level reads to authentic texts. Visittprstorytelling.com

iFLT 2015

Co-‐directors:

Carol Gaab & Grant Boulanger

Tartan High School 828 Greenway Ave. N. Oakdale, MN 55128

Sponsored by

TPRstorytelling.com

July 14-‐17 Tuesday Check-‐in: 7:45a.m. – 8:30a.m. Tuesday – Thursday: 8:30a.m. – 4:30p.m. Friday: 8:30 – 1:00p.m.

iFLT Program

Table of Contents

Exhibitors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 1

Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 2-‐4

Session Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 5-‐19

University Credit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 20

Learning Lab Observation Form 1 . . . . . . . . . . . . . . . . .p. 21

Learning Lab Observation Form 2 . . . . . . . . . . . . . . . . .p. 22

Opening Session . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . pp. 23-‐28

Darcy Pippins, AP Success . . . . . . . . . . . . . . . . . . . . p. 24

Carrie Toth & Kristy Placido,

Inspiring Service Learning . . . . . . . . . . . . . . . . . . . p. 25

Carrie Toth & Carol Gaab, Content-‐based CI . . . p. 26

Carol Gaab, Storyasking Made Easy . . . . . . . . . . . p. 27-‐28

TPRS Publishing offers a wide variety of compelling leveled readers to bridge the gap from novice-level reads to authentic texts. Visittprstorytelling.com for information about our materials and our cutting-edge teacher training.

The Minnesota Council on the Teaching of Languages and Cultures works to support and advance the teaching of world languages and cultures. MCTLC

Language & Friendship: Our name says it all! We provide language-focused programs abroad and hosting in the USA, building friendships around the world.

Command Performance Language Institute. Publishing novellas in 7 languages, the 7th edition of Fluency Through TPRS, and classical TPR works in 7 languages by Berty Segal and Contee Seely.

Skyview Middle School Spanish Club sells Velasquez Family Coffee to fundraise for activities and field trips. VFC is a high quality coffee grown by family and friends in the mountains of Comayagua in Honduras. It is shade grown, hand picked, sun dried and fair trade.

Boulanger Pottery explores the convergence of language acquisition and the arts. Handmade, functional, wood-fired pottery for your table. Summer pottery camps for youth in Spanish and English.

1

http://tprstorytelling.com/

http://mctlc.org/

http://www.languageandfriendship.com/

http://www.cpli.net/

http://vfamilycoffee.com/

http://vfamilycoffee.com/

http://grantboulanger.com/

https://tprstorytelling.com/wp-content/uploads/2015/05/MCTLC-Logo.jpg

https://tprstorytelling.com/wp-content/uploads/2015/05/MPR.jpg

https://tprstorytelling.com/wp-content/uploads/2015/05/CPLI-Logo.jpg

https://tprstorytelling.com/wp-content/uploads/2015/05/Vfamilycoffee-2.jpg

https://tprstorytelling.com/wp-content/uploads/2015/05/image.png

Beg Session 8:30 - 9:45a.m

.Exp. Session

10:00 - 11:15a.m.

Beg Session 8:30 - 9:45a.m

.Exp. Session

10:00 - 11:15a.m.

Exp. Session 8:30 - 9:45a.m

.Exp. Session

10:00-11:15a.m.

#authres: So Easy a Novice Can Do it! -M

artina Bex


artina Bex


artina Bex


artina Bex

Reader's Theater Tips and Tricks -Kristy Placido

Reader's Theater Tips and Tricks -Kristy Placido

Movie Talk

Basics -Kristy Placido

Movie Talk

Basics -Kristy Placido

How to Teach a

Novel -Kristy Placido

How to Teach a

Novel -Kristy Placido

Building a CI Dept. -D

iana Noonan

Classroom

Managem

ent -B

ryce Hedstrom

iPads Apps for Storytelling -Carrie Toth


Putting TPR (and m

ore) into TPRS -Teri W

eichart


QAR -

Differentiated Q

uestioning Strategies -M

artina Bex

QAR -

Differentiated Q

uestioning Strategies -M

artina Bex

Personalization Strategies -Bryce Hedstrom

Classroom

Managem

ent -B

ryce Hedstrom


TPRS and TC

I O

nline -E

ric Goodm

an

Prepping for AP -D

arcy Pippins

Prepping for AP -D

arcy Pippins

Lunch & Exhibits Opening

11:30 a.m. - 1:00 p.m

.

Lunch Session 1: Nearpod -Cindy Hitz 12:00 - 12:30pm

Lunch 11:45a.

m. -

1:00p.m. Lunch Session 1: Tw

itter -Kristy/Carrie 12:00 - 12:30p.m

.Lunch 11:45a.

m. -

1:00p.m.

Dr. Krashen - Closing Plenary Com

pelling Comprehensible Input

12:00 - 12:30p.m.

Lunch Session 2: Building a CI Dept. -Diana Noonan, Supervisor Denver PS 12:00 - 12:30p.m

.

Lunch Session 2: Movie Talk

-Alike Last 12:00 - 12:30p.m

.Closing Raffle 12:30 - 1:00p.m

. 11:15- 11:45a.m

.

Discovering the Power of

TCI Toth, Placido, Pippins, G

aab


Using Film

Studies to Enhance Curriculum

-C

arrie Toth

Using Film

Studies to Enhance Curriculum

-C

arrie Toth

Exp. OBSERVE 1stBeg OBSERVE 2ndBeg OBSERVE 1st

Beg WORKSHOP

Plenary Session 8:30-11:30

11:15- 11:45a.m

.11:15-

11:45a.m.

8:30 a.m. - 11:45 a.m

.8:30 a.m

. - 11:45 a.m.

LEARNING LABS

DEBRIEFLEARNING

LABSDEBRIEF

LEARNING LABS

DEBRIEFExp. OBSERVE 1stBeg OBSERVE 2nd

iFL

T 20

15 Con

ference S

ched

ule

Tuesday Morning

Wednesday M

orningThursday M

orningFriday M

orning

No LEARNING Lab

Observations today

War Room

with Ben Slavic

War Room

with Ben Slavic

War Room

with Ben Slavic

8:30 a.m. - 11:45 a.m

.

Room:

209

Room:

202

Auditorium

Room:

202

Room:

209

Room:

205 Room

: 205

Room:

212 Room

: 212

Room:

210

Room:

210

Room:

209 Room

: 209

Room:

205 Room

: 205

Room:

212 Room

: 212

Room:

210 Room

: 210

Room:

205 Room

: 205

Room:

210 Room

: 210

Room:

209 Room

: 209

Room:

212 Room

: 212

Rooms:

218 219 222 224 225

Caferia (basem

ent Lavel)

Room:

205

Room:

212 Room

: 205

Room:

212

Auditorium

Room:

211

Auditorium

Rooms:

218 219 222 224 225

Rooms:

218 219 222 224 225

Room:

211 Room

: 211

2

Exp. Session 1 1:00-2:30p.m

.Exp. Session 2 3:00-4:30p.m



.

Movie Talk

-Kristy Placido

Rock the C

I - M

usic in the CI

classroom

-Kristy Placido

Sooner is Better!

Teaching L2 in Early C

hildhood -L. B

rown,

S. G

reenwood

Reader's

Theater Tips and Tricks -Kristy Placido

Dr. Stephen Krashen

(suitable for beginners as w

ell as more

experienced participants)

Diana Noonan &

Katya Paukova

Vocab-driven C

ulture Units

-Martina Bex

Vocab-driven C

ulture Units

-Martina Bex

Prof-based Assessm

ent -M

artina Bex

Literature C

ircles -M

artina Bex

CI, the 6th

ACTFL 'C

': H

ow to Stay

True to CI &

Sim

ultaneously M

eet the Standards -C

arrie Toth

CI, the 6th

ACTFL 'C

': H

ow to Stay

True to CI &

Sim

ultaneously M

eet the Standards -C

arrie Toth

Going B

eyond M

ovie Talks -M

ike Coxon

Moving

Acquisition Forw

ard by B

ackward

Planning from

Novels

-Carrie Toth

Personalization Part 1 -Karen R

owan


owan


owan

TPRS in a

Virtual Environm

ent -H

. Ellisokuzoglu

Experienced Workshop

Staying in Flow w

ith CI

-Carol G

aab 1:00-4:30p.m

.

Tuesday AfternoonW

ednesday AfternoonThursday Afternoon

Beginning

Worshop: Part 1

Beginning

Worshop: Part 2

Beginning Workshop

-Diana Noonan & Katya Paukova

Beginning Workshop


Second Language

Acquisition: The basics

1:00-2:30p.m.

Discovering

the Power of

TCI

3:00-4:30p.m.

212 205

Room:

200

Auditorium

Room:

200 Room

: 200

Room:

200

Room:

205 Room

: 205

Room:

205 Room

: 205

Room:

209 Room

: 209

Room:

209 Room

: 209

Room:

212 Room

: 212

Room:

212 Room

: 212

Room:

225 Room

: 225

Room:

225 Room

: 210

Room:

200

Auditorium

3

Exp. Session 1 1:00-2:30p.m




.

Ready, Set

Success: Your Toolbox for

Transitioning the Elem

entary C

lassroom to

TCI

-C. T

arini, A.

Shapiro, S

. P

esa

Expanding C

lassroom

Libraries the Q

uick & Easy

Way

(Elem

enatry Focus)

-C. Tarini, A

. S

hapiro, S.

Pesa

Listen & D

raw

-Diane

Neubauer

Statistics for the C

onsumer

-Stephen

Krashen

Controversies:

The use of the L1, the use and

overuse of gram

mar, the

Com

posing Process and the Academ

ic C

omposing

Process -S

tephen K

rashen Wednesday Afternoon

Thursday Afternoon

Beginning Workshop


Beginning Workshop


225 225

225 210

Room:

200

Room:

210 Room

: 211

Room:

211

Room:

210 Room

: 210

Room:

200

Room:

210

Room:

211

4

Copyright © 2015 TPRS Publishing, Inc. /iFLT 2015

Tuesday Morning, July 14, 2015

Plenary Session Discovering the Power of TCI

8:30 a.m. – 11:30 a.m. Toth, Placido, Pippins, Gaab

Be prepared to be inspired! During the morning workshop, you’ll hear from a variety of successful TPRS/TCI practitioners. Learn how two like-minded teachers in rural communities use global outreach to inspire language acquisition. From the dump in Guatemala to the classroom in Uganda, Carrie Toth and Kristy Placido will show you how easy it is to help your students see that language and service go far beyond the walls of your classroom. Darcy Pippins will demonstrate the power of TPRS / TCI instruction as she shares her students’ astounding growth after four years of TCI instruction. Carrie Toth and Carol Gaab will share simple strategies to incorporate content-based instruction into your existing repertoire. Learn how to create compelling input through content and how to modify content for a wide range of levels.

Lunch & Exhibits Opening 11:45 a.m. – 1:00 p.m.

Auditorium

Cafeteria (basement level)

5


Tuesday Afternoon, July 14, 2015

Experienced Workshop: Staying in Flow with CI 1:00 p.m. – 4:30 p.m.

Carol Gaab There is one common element present in all successful language learners: Access to a great deal of Comprehensible Input. Learn how to naturally provide a steady flow of compelling CI using a variety of (easily accessible) resources and a wide range of engaging activities. Discover proven techniques for keeping input comprehensible and powerful ways to differentiate each activity to accommodate all levels and learning styles.

Beginning Workshop: Part 1: Second Language Acquisition: The basics.

1:00 p.m. – 2:30 p.m. Dr. Stephen Krashen

(suitable for beginners as well as more experienced participants) This presentation is designed for those with little or no background in second language acquisition research. It will include the acquisition-learning hypothesis, the Monitor hypothesis (the use of grammar), the comprehension hypothesis (the foundational of current practice) and the affective filter, with an introduction to application at the beginning and intermediate levels. Background reading (NOT required) Krashen, S. 1981. Second Language Acquisition and Second Language Learning. New York: Prentice-Hall. Available at sdkrashen.com, Books On Line. Krashen, S. 1982. Principles and Practice in Second Language Acquisition. New York: Pergamon Press. Available at sdkrashen.com, Books On Line.

Break, Snack & Exhibits 2:30 – 3:00 p.m.

Beginning Workshop: Part 2:TPRS / TCI Demonstration

3:00 p.m. – 4:30 p.m. Diana Noonan & Katya

Teachers who are new to TPRS/TCI will attend the beginning workshop with Diana Noonan and Katya Paukova, along with a team of experienced coaches who will lead you through guided practice each day (Tues. through Thurs.).Dr. Stephen Krashen will present the CI Hypothesis and Power of Reading during the beginning session on Tuesday. � Learn how to use questions to engage learners. � Differentiate instruction through questioning strategies. � Discover the power of CI for facilitating SLA. � Use stories as a platform for providing powerful CI.

Learn how to use guided reading to accelerate the rate of acquisition.

Room: 211

Room: 200

Auditorium

6


Wednesday Morning, July 15, 2015 – Session 1

Room: 209Presenter: Martina Bex In this two-part workshop, participants will explore how language learners can experience the excitement and enrichment of authentic resources without feeling overwhelmed or incompetent. Participants will learn five scaffolding strategies that transform authentic resources into comprehensible input for their students, and they will use those strategies to develop five ready-to-use, Common Core aligned lessons that are centered on authentic resources choice (like teeth and blood), personalization (PQA), costumes and simple stories make a HUGE difference in engaging younger language learners. Come see how these simple tips can spice-up your elementary classroom and get your students using the target language faster than ever.

Room: 205Presenter: Kristy Placido Movie Talk is a wonderful activity to complement any CI-based classroom! Thanks to YouTube there is a seemingly-endless supply of short videos which can be used as the vehicle for delivering vocabulary, structure, culture, and fun to your classroom in any language. You will discover how to find and select the perfect video, how to plan the lesson, and how to extend the lesson with movie talk!

Room: 212 Presenter: Carrie Toth There is power in a story! Stories are engaging whether they are rooted in culture or a fictional topic. They have a way of connecting listeners with the characters. No matter what method you are using to teach, this session will inspire you to create digital stories that are a true reinforcement of your classroom content! Beyond using the iPad for drilling grammar and vocabulary, you will use it to create gains in acquisition!

Room: 210Presenter: Bryce Hedstrom When the student becomes the subject matter things shift in the classroom—engagement goes up, camaraderie gels and amazing acquisition happens. Learn how to capture student attention and keep them highly involved in their learning—all in the target language. Participants will get practical tips, activities and assignments to engage even beginning students using the TL. Attendees will get the feel for activities by participating in them and practicing during this hands-on workshop.

Experienced Teachers Observe Learning Labs 8:30 a.m. - 9:45 a.m.

War Room with Ben Slavic 8:30 a.m. - 11:45 a.m.

Sessions for Beginning TPRS/TCI Teachers 8:30 a.m. - 9:45 a.m.

Room: 202

7


Wednesday Morning, July 15, 2015 - Session 2



Room: 212 Presenter: Carrie Toth There is power in a story! Stories are engaging whether they are rooted in culture or a fictional topic. They have a way of connecting listeners

with the characters. No matter what method you are using to teach, this session will inspire you to create digital stories that are a true reinforcement of your classroom content! Beyond using the iPad for drilling grammar and vocabulary, you will use it to create gains in acquisition!


Room: 211Presenter: Eric Goodman This workshop will show participants how to create and use TPRS and TCI videos online, in a flipped classroom, or a traditional classroom. Participants will also learn how to create a variety of assessments that can be submitted online or in person.

Beginning Teachers Observe Learning Labs 10:00 a.m. – 11:15 a.m.


Sessions for Experienced TPRS/TCI Teachers 10:00 a.m. – 11:15 a.m.

Room: 202

8


Debrief with Learning Lab Teachers (Attend debrief session of teacher you observed in same classroom.)

11:15 a.m. - 11:45 a.m.

Lunch, Mini-sessions & Exhibits

11:45 a.m. – 1:00 p.m.

Lunch Session 1: Nearpod

Cindy Hitz 12:00 p.m. – 12:30 p.m.

The Nearpod app is a novel way to engage students in the storytelling process through

student sketches, polls, and comprehension checks. Learn how to create engaging presentations that enable the teacher to build a story with students and share student work in real time. Download the free Nearpod app on your mobile device to be an active participate in the session.

Lunch Session 2:

Building a CI Dept. Diana Noonan, Supervisor Denver PS

12:00 p.m. – 12:30 p.m. Denver Public Schools is one of the most progressive and successful districts in the U.S.,

due to the efforts of Diana Noonan, DPS FL Supervisor and the 2015 winner of the prestigious Leadership Lamp Award. In this session, Diana will share how she transformed the entire district into a CI-based community and how she provides continuous support and guidance through her streamlined Learning Lab model. Learn how to transform your own district and how to effectively implement a system of collaboration and support proven to improve FL instruction district-wide.


Rooms: 218, 219, 222,

224, 225

Room: 205

Room: 212

9


Wednesday Afternoon, July 15, 2015 - Session 1


Room: 209Presenter: Martina Bex You have pinned hundreds of resources, archived every story script on the Internet, and spent a small fortune building your class library, but you have no idea how to put it all together. In this session, participants will learn how to use high frequency word lists to map curriculum and how to follow a logical unit-mapping sequence to develop coherent, compelling, and culturally-rich units that meet Common Core Standards.

Room: 225Presenter: Karen Rowan Gather techniques to personalize your stories and readings whether you are a novice or advanced at personalizing. Build deeper connections, utilize better questions, practice engaging students with the ultimate goal of teaching "on your feet" using your students as content. Mentors, coaches, department chairs and future workshop presenters are invited to attend to learn how to adopt these techniques to support other teachers. This is a workshop, divided into 3, 1 hour sessions. Each session builds a different aspect of personalization and ends with an experiential piece. By the end of the 3rd session, the goal is to "spin a story on your feet." Parts 1, 2 and 3 CAN stand alone. No session is repeated. Attendees who attend the

series will accomplish the ultimate goal - spontaneous, personalized storytelling with no planning. Others will gain valuable personalization skills.

Room: 212Presenter: Carrie Toth Where’s the rigor?? TCI can be a hard sell in traditional departments! In this session we will explore the powerful ways that CI meets all of the ACTFL Standards, the Can-Dos, and even AP and IB themes. Where there is effortless acquisition, there is a rigorous class that is rooted in powerful CI.

Room: 210Presenters: Carla Tarini, Alisa Shapiro, S. Pesa It takes time to transition to t/ci but we can help you dive in with confidence! Our toolbox contains the resources you need for the organizational, management, and administrative aspects of t/ci teaching. With our toolbox in hand, you’ll have more time for honing your craft. Geared towards 1st - 6th grade teachers.

Room: 211Presenter: Dr. Stephen Krashen The same questions have dominated the field of language teaching for decades. Thanks to progress in research and theory, we now have reasonable answers: Can we use the students' first language in class? Is it now forbidden to teach grammar? Why and when should we include writing? (Background reading (NOT required) Krashen, S. 2014. The composing process. Research Journal: Ecolint Institute of Teaching and Learning. International School of Geneva. 2: 20-30.)

Beginning Workshop Diana Noonan & Katya Paukova

1:00 p.m. - 4:30 p.m.

Sessions for Experienced TPRS/TCI Teachers 1:00 p.m. - 2:30 p.m.

Room: 200

10


Wednesday Afternoon, July 15, 2015 - Session 2

Room: 205Presenter: Kristy Placido Would you like to know why the teacher from upstairs snuck in and hung a disco ball from my ceiling? Because we are ALWAYS rockin’ in room D102! Come to this session if you love music and want to know more about how to incorporate it into your CI curriculum! Music is one of the surest ways to win your students hearts and minds!

Room: 209Presenter: Martina Bex You have pinned hundreds of resources, archived every story script on the Internet, and spent a small fortune building your class library, but you have no idea how to put it all together. In this session, participants will learn how to use high frequency word lists to map curriculum and how to follow a logical unit-mapping sequence to develop coherent, compelling, and culturally-rich units that meet Common Core Standards

Room: 225Presenter: Karen Rowan Gather techniques to personalize your stories and readings whether you are a novice or advanced at personalizing. Build deeper connections, utilize better questions, practice engaging students with the ultimate goal of teaching "on your feet" using your students as content. Mentors, coaches, department chairs and future workshop presenters are invited to attend to learn how to adopt these techniques to support other teachers. This is a workshop, divided into 3, 1 hour sessions. Each session builds a different aspect of personalization and ends with an experiential piece. By the end of the 3rd session, the goal is to

"spin a story on your feet." Parts 1, 2 and 3 CAN stand alone. No session is repeated. Attendees who attend the series will accomplish the ultimate goal - spontaneous, personalized storytelling withno planning. Others will gain valuable personalization skills.

Room: 212Presenter: Carrie Toth Where’s the rigor?? TCI can be a hard sell in traditional departments! In this session we will explore the powerful ways that CI meets all of the ACTFL Standards, the Can-Dos, and even AP and IB themes. Where there is effortless acquisition, there is a rigorous class that is rooted in powerful CI.

Room: 210Presenters: Carla Tarini, Alisa Shapiro, S. Pesa Quickly expand your t/ci classroom library. Presenters will share a streamlined process for writing both original t/ci stories and adapting popular trade books. Participants will leave with a technique, book-making resources, and shared work from the session. They will be equipped to produce compelling, illustrated books for their classes.

Beginning Workshop (cont’d.) Diana Noonan & Katya Paukova

3:00 p.m. - 4:30 p.m.


Room: 200

11


Thursday Morning, July 16, 2015 – Session 1

Room: 209

Presenter: Martina Bex In this two-part workshop, participants will explore how language learners can experience the excitement and enrichment of authentic resources without feeling overwhelmed or incompetent. Participants will learn five scaffolding strategies that transform authentic resources into comprehensible input for their students, and they will use those strategies to develop five ready-to-use, Common Core aligned lessons that are centered on authentic resources choice (like teeth and blood), personalization (PQA), costumes and simple stories make a HUGE difference in engaging younger language learners. Come see how these simple tips can spice-up your elementary classroom and get your students using the target language faster than ever.

Room: 205

Presenter: Kristy Placido This session is a crash course in the basics of reading instruction in the world language classroom. We will discuss the purpose of translation and how to use it most effectively, how to maximize discussion opportunities, assessment ideas, and how to keep your instruction fresh throughout the year.

Room: 212

Presenter: Teri Weichart TPR has an important history with TPRS. In 1998 Stephen Krashen wrote an article TPR: Still a Very Good Idea,

(http://www.sdkrashen.com/content/articles/1998_tpr_still_a_very_good_idea.pdf), which he recently posted on his website (Jan, 2015) indicating that it is, in 2015, STILL a very good idea. This session will give you some new activities, or remind you of some you used to use.

Room: 210

Presenter: Bryce Hedstrom There is no instruction without discipline. When students experience the spontaneity of a foreign language class taught with comprehensible input and high target language use, they can interpret that joy as a wisecrack free-for-all. We need to 1) keep the affective filter low, but we also need to 2) keep students focused, and 3) stay in the TL. To pull off this hat trick we need specialized techniques. We need effective classroom management strategies that apply to C.I.-based language classes. This session will provide activities and routines to help new teachers maintain C.I. while maintaining control.

Room: 211

Presenter: Darcy Pippins Prepping students for AP begins on the first day of Level One! Learn about AP requirements and how to satisfy (and exceed) them using TPRS / CI strategies. Darcy will share instructional strategies, suggestions for reading, assessments for each level and the amazing results she has achieved by focusing on CI. Learn how to build a strong AP program from the bottom up and give ALL students an opportunity to succeed on AP.

Experienced Teachers Observe Learning Labs

8:30 a.m. - 9:45 a.m.

War Room with Ben Slavic

8:30 a.m. - 11:45 a.m.

Sessions for Beginning TPRS/TCI Teachers

8:30 a.m. - 9:45 a.m.

Room: 202

12


Thursday Morning, July 16, 2015 – Session 2


Room: 205Presenter: Kristy Placido This session is a crash course in the basics of reading instruction in the world language classroom. We will discuss the purpose of translation and how to use it most effectively, how to maximize discussion opportunities, assessment ideas, and how to keep your instruction fresh throughout the year.

Room: 212Presenter: Carrie Toth There is power in a story! Stories are engaging whether they are rooted in culture or a fictional topic. They have a way of connecting listeners with the characters. No matter what method you are using to teach, this session will inspire you to

create digital stories that are a true reinforcement of your classroom content! Beyond using the iPad for drilling grammar and vocabulary, you will use it to create gains in acquisition!


Room: 211 Presenter: Darcy Pippins Prepping students for AP begins on the first day of Level One! Learn about AP requirements and how to satisfy (and exceed) them using TPRS / CI strategies. Darcy will share instructional strategies, suggestions for reading, assessments for each level and the amazing results she has achieved by focusing on CI. Learn how to build a strong AP program from the bottom up and give ALL students an opportunity to succeed on AP.




Room: 202

13



11:15 a.m. - 11:45 a.m.

Lunch & Exhibits Opening 11:45 a.m. – 1:00 p.m.

Lunch Session 1: Twitter Kristy Placido & Carrie Toth 12:00 p.m. – 12:30 p.m.

Are you Twitter-curious? Want to start an account? Are you still an egg-head and want

to get more active? Explore the basics of the Twitter-verse with Carrie and Kristy! Learn about Thursday night #langchats. And best of all, we’ll help you connect with some of the best known CI teachers.

Lunch Session 2: Movie Talk Alike Last

12:00 p.m. – 12:30 p.m.

In this mini-session, we will we will together create structures and embedded readings

with short films, to use in our CI/TPRS Movie Talk lessons. For all levels and for all languages.


Rooms: 218, 219, 222,

224, 225

Room: 205

Room: 212

14


Thursday Afternoon, July 16, 2015 – Session 1

Room: 210Presenters: Lisa Brown-Olsen & Sarah Greenwood We all know sooner is better in Language Acquisition. Small children respond differently to acquisition activities than their older counterparts. Learn and practice methodology designed especially for preschool and elementary school students involving songs, stories, games, actions, circle time and activities geared for children 2-11 years.

Room: 209Presenter: Martina Bex It is time-consuming and mentally exhausting to develop assessments that are accurate, concise, and novel. In this session, the work has been done for you! Participants will leave this session with multiple templates for reading, listening, writing, and speaking assessments that work well in standards-based, TPRS®/CI courses. They will learn how to use these templates in isolation and how to combine them for IPAs and other benchmark assessments.

Room: 210Presenter: Michael Coxon MovieTalks are now pretty common in a CI -based classroom. Teachers are sharing videos and creating lessons at a rapid pace. With the internet, there is no doubt that the quantity of clips are endless. Hopefully, at the same time, quality control can be maintained by going deep into a story in order to allow students the higher order thinking we so often hear about in the

teacher world. Come see some examples on how to get more out of MovieTalks in your classroom and keep the creativity spirit alive with your students.

Room: 225Presenter: Karen Rowan Gather techniques to personalize your stories and readings whether you are a novice or advanced at personalizing. Build deeper connections, utilize better questions, practice engaging students with the ultimate goal of teaching "on your feet" using your students as content. Mentors, coaches, department chairs and future workshop presenters are invited to attend to learn how to adopt these techniques to support other teachers. This is a workshop, divided into 3, 1 hour sessions. Each session builds a different aspect of personalization and ends with an experiential piece.By the end of the 3rd session, the goal is to "spin a story on your feet." Parts 1, 2 and 3 CAN stand alone. No session is repeated. Attendees who attend the series will accomplish the ultimate goal - spontaneous, personalized storytelling with no planning. Others will gain valuable personalization skills.

Room: 210Presenter: Diane Neubauer In Listen and Draw, every student creates a sketch as a scene unfolds through teacher questions and selection of student ideas. Many low-preparation follow-up activities will also be shared, including discussion of student sketches, comprehension check quizzes, and reading and writing activities.


1:00 p.m. - 2:30 p.m.


Room: 200

Break, Snack & Exhibits 2:30 – 3:00p.m. 2:30 – 3:00 p.m.

15


Thursday Afternoon, July 16, 2015 – Session 2

Room: 205Presenter: Kristy Placido Reader’s Theater is a tried and true way to make the story leap from the page and right into your students’ imaginations! Participants in this workshop will view classroom videoclips, see live instruction with volunteer actors, learn how to select the perfect scenes for Reader’s Theater, and get tips for really spicing up the drama and bringing those novels to life!

Room: 209Presenter: Martina Bex Literature circles are a preferred method of reading instruction for English Language Arts teachers because of the personalization and depth of understanding that they foster. In this session, participants will learn how to achieve the same outcomes by using the traditionally student-led, output-driven literature circle framework to provide comprehensible input.

Room: 212Presenter: Carrie Toth Move acquisition forward by planning backward from novels Have you ever looked at the last page of a novel just to see how it ends? If you like to know the end before you have even begun, this is the session for you! With backward planning through Understanding by Design

and the ACTFL Keys to Planning, you have a powerful way to design a cohesive unit based on novels. A well-planned unit can be used to introduce new structures and cultural themes throughout the year in the Comprehensible Input/TPRS classroom.

Room: 210Presenter: Hasanbey Ellidokuzoglu A computer program is introduced, which facilitates TPRS implementation by maximizing the amount of input students receive and minimizing their stress in a game-like virtual environment. Using a camera detecting bodily motions and reflecting them onto an avatar, such programs will be invaluable assets in enhancing the effectiveness of TPRS.

Room: 211Presenter: Dr. Stephen Krashen The basics of statistics and a bit of experimental design, without the details. Everything people remember about statistics ten years after taking a statistics course. Background reading (NOT required) Krashen, S. A short, biased and narrow introduction to statistics. Available at sdkrashen.com. Krashen, S. 2014. Case Histories and the Comprehension Hypothesis. TESOL Journal (www.tesol-journal.com), June, 2014 (available at sdkrashen.com,sect. on second language acquisition)


3:00 p.m. - 4:30 p.m.


Room: 200

16


Friday Morning, July 17, 2015 – Session 1


Room: 210Presenter: Diana Noonan Denver Public Schools is one of the most progressive and successful districts in the U.S., due to the efforts of Diana Noonan, DPS FL Supervisor and the 2015 winner of the prestigious Leadership Lamp Award. In this session, Diana will share how she transformed the entire district into a CI-based community and how she provides continuous support and guidance through her streamlined Learning Lab model. Learn how to transform your own district and how to effectively implement a system of collaboration and support proven to improve FL instruction district-wide.

Room: 209Presenter: Martina Bex Question-Answer Relationships is a reading strategy developed by Taffy Rafael to train students how to more accurately respond to questions. As educators, we can use an awareness of QAR in our instruction and assessment in order to ensure that we use a wide variety of questions, create opportunities for critical thinking in the target language, and meet Common Core Standards for reading comprehension. Participants will learn how to use QAR in lesson design and how to introduce them to students.

Room: 212 Presenter: Carrie Toth Scary or funny, heartwarming or heart wrenching, films hit us right where it counts! In the emotions! What better way to engage students in your language classroom than to tie in film? Hit all of their emotional buttons and reach their hearts!




Room: 202

17


Friday Morning, July 17, 2015 – Session 2


Room: 210Presenter: Bryce Hedstrom There is no instruction without discipline. When students experience the spontaneity of a foreign language class taught with comprehensible input and high target language use, they can interpret that joy as a wisecrack free-for-all. We need to 1) keep the affective filter low, but we also need to 2) keep students focused, and 3) stay in the TL. To pull off this hat trick we need specialized techniques. We need effective classroom management strategies that apply to C.I.-based language classes. This session will provide activities and routines to help new teachers maintain C.I. while maintaining control.

Room: 209Presenter: Martina Bex Question-Answer Relationships is a reading strategy developed by Taffy Rafael to train students how to more accurately respond to questions. As educators, we can use an awareness of QAR in our instruction and assessment in order to ensure that we use a wide variety of questions, create opportunities for critical thinking in the target language, and meet Common Core Standards for reading comprehension. Participants will learn how to use QAR in lesson design and how to introduce them to students.

Room: 212Presenter: Carrie Toth Scary or funny, heartwarming or heart wrenching, films hit us right where it counts! In the emotions! What better way to engage students in your language classroom than to tie in film? Hit all of their emotional buttons and reach their hearts!


Beginning Workshop 10:00 a.m. – 11:15 a.m.


Room: 200

Room: 202

18



11:15 a.m. - 11:45 a.m.

Conference Closing (Plenary Session)

Compelling Comprehensible Input Dr. Stephen Krashen

12:00 p.m. - 12:30 p.m.

Optimal input should be more than interesting; it should be COMPELLING and put the

student in a state of Flow. Compelling input is so interesting that students are often not aware that the message is in another language. When you get compelling input, you acquire whether you are interested in improving or not. Comprehension-based methods provide far more compelling CI than traditional methods, and there has been an increase in compelling input with each new method, with TPRS emphasizing two powerful ways of providing compelling CI: stories and personalization.

Closing Raffle

12:30 p.m. - 1:00 p.m.

Rooms: 218, 219, 222,

224, 225

Auditorium

Auditorium

19

Observation Criteria/Checklist

YesN

oeither/or

Restate answ.

Comp √

Incomprehensible Input

During one 5-minute increm

ent, count the number of tim

es the teacher used "Point & Pause" for each question or statem

ent made.

Interrogative

PQA

General

What im

pressed me m

ost was…

21

Observation,Criteria/Checklist

PQA

YesNo

either/orRestate,answ

.Com

p,√Incom

prehen?sible,Input

High?LevelLow

?Level

During,one,5?minute,increm

ent,,count,the,number,of,tim

es,the,teacher,used,"Point,&,Pause",for,each,question,or,statem

ent,made.

Interrogative

What,im

pressed,me,m

ost,was…

22

Opening Plenary Session iFLT 2015

Presenters: Carol Gaab, Darcy Pippins, Carrie Toth & Kristy Placido Be prepared to be inspired! During the morning workshop, you’ll hear from a variety of successful TPRS/TCI practitioners. Learn how two like-minded teachers in rural communities use global outreach to inspire language acquisition. From the dump in Guatemala to the classroom in Uganda, Carrie Toth and Kristy Placido will show you how easy it is to help your students see that language and service go far beyond the walls of your classroom. Darcy Pippins will demonstrate the power of TPRS / TCI instruction as she shares her students’ astounding growth after four years of TCI instruction. Carrie Toth and Carol Gaab will share simple strategies to incorporate content-based instruction into your existing repertoire. Learn how to create compelling input through content and how to modify content for a wide range of levels. Finally, learn a quick and easy strategy for providing compelling input through novel activities that naturally and effortlessly lead to building a story from scratch.

Notes:

23

preparing for AP !at the novice level !

5"(28%)"

4"(16%)"

3"(48%)"

2"(8%)"

• Reading"something"that"is"comprehensible"and"compelling"to"the"student"at"least"15min."each"day"• TPR"and"TPRS"• Dividing"the"class"into"3,"15min"acFviFes,"with"reading"being"one"of"them""• Music"(song"a"week,"use"CD’s"as"incenFves"for"students"to"create"with"L2)"• Talking"to"them"in"the"TL"about"their"interests""• RepeFFon""• Making"cultural"connecFons"with"graphic"organizers"• Using"the"TL"90%"of"the"Fme"with"gestures,"photos,"acFons,"props,"and"anything"else"to"engage"and"assist"in"comprehension"• Children’s"literature"(Kindergarten"Day)"• Personalizing"everything,"because"their"favorite"topic"is"themselves"

There is no EXPLICIT GRAMMAR ASSESSMENT on the AP Language and Culture exams.

27 students’ AP scores with 3+ years of COMPREHENSIBLE INPUT w/o explicit

grammar. “Spanish is so easy, all we do is talk.” --Katy G., Spanish II student

24

IFLT CONFERENCE PRESENTED BY KRISTY PLACIDO AND CARRIE TOTH

Inspiring

X WHAT ARE YOU PASSIONATE ABOUT?

X WHO DO YOU ALREADY KNOW?

Inspiring Service Learning

X WHAT RESOURCES EXIST?

Service learning

Teens often get the undeserved reputation of being lazy, selfish, and self-absorbed. This session will show you a different side to the teenage experience.

In teaching my teens about poverty in Guatemala, I discovered that they not only WANT to be social activists, but they are READY to take action! This session will show you the ongoing journey of my students and hopefully inspire you to share your passion for social justice with your students! Visit kplacido.com & somewheretoshare.com for more resources!

How to begin? Locating and curating resources Reaching out Making connections mustardseedpeaceproject.org Kiva.org, thebernieproject.org pulseraproject.org and so many more 25

iFLT 2015 Carrie Toth & Carol Gaab July 2015

Science Science happens all around us every day. Rather than ignore it, why not explore it and learn more about it– in the Target Language? Carrie shared how her high school students learned about the watershed in her community and compared it to the Panama Canal. Carol, who teaches students with much different educational backgrounds, uses the Target Language to teach much less complicated aspects of science, such as health, injuries and…bears.#

Global Issues Carrie’s students also study water filtration systems and the global water crisis. Her students connect to physics, science and global giving as they explore solutions to the world water crisis.#

Social Issues Both Carrie and Carol discuss social issues with their students. Carrie shared a commercial with an anti-bullying message, and Carol shared a Michael Jordan commercial which depicts how her students feel when they are bypassed for autographs because they are ‘only’ rookies. Commercials are great for driving a discussion of an important issue and for facilitating a MovieTalk activity.#

Poetry & Literature Carrie shared the song ‘La Bala’ by Ana Tijoux, pointing out how music provides a great platform for analyzing and interpreting poetic language. Carol pointed out how she uses music to teach high-frequency phrases and to provide glimpses into the Target Culture. #

People Carol shared her passion for learning about people from all walks of life, including baseball Giants like Felipe Alou, Willie Mays and Orlando Cepeda, in addition to classmates, teammates and other students from the Target Culture. In addition to inviting special guests to class, she often incorporates video exchanges with students from around the world. With technology and the internet, teachers have an infinite number of ways to connect with people, whether famous or ordinary.#

�1Carol Gaab & Carrie Toth

What is Content?

Content is more than teaching the topics in a traditional textbook and should be based on your students’ needs. Consider using science, math, global events, commercials, people, etc. as a source of content. With the internet and an open mind, the possibilities are limitless.

Keep it Comprehensible.

Any topic or content can be tackled as long as teachers are realistic in their expectations. Consider your students’ background knowledge and cognitive capacity and modify content accordingly. Focus on a few key points and teach ‘narrow & deep’.

Make it relevant.

Teaching language through relevant content and context engages learners and motivates them to use the Target Language. Start with high-frequency vocabulary to lay a foundation in the language and gradually introduce content-specific topics that will benefit students both in

CONTENT-BASED CI

!Carrie Toth

SomewheretoShare.com

Carol Gaab TPRstorytelling.com FluencyMatters.com

YouTube allows you to invite anyone into your

classroom.

Build background knowledge in L1 via homework readings and/or integrating lessons with the

science teacher to help students understand a topic and WL

teachers maintain instruction in the TARGET LANGUAGE.

Publi.pro is the perfect site for finding commercials &

advertisements (in ANY language)!

Copyright © 2014-2015 Gaab & Toth

26

http://glesismore.com/movietalk/preview.html

http://www.publi.pro




http://www.youtube.com




http://www.SomewheretoShare.com

http://TPRstorytelling.com

http://FluencyMatters.com

http://www.SomewheretoShare.com

http://TPRstorytelling.com

http://FluencyMatters.com









JULY 17, 2015 IFLT 2015

Tips & Tricks: 1) Have a story outline to fall back on… but don’t use the outline as an anchor!

2) Build ‘Story-from-Scratch’ skills by starting with a simple TPR sequences.

3) Use a familiar story and write 3 types of questions for every event in the story.

a) Y or NO

b) multiple choice or either-or

c) Interrogative question (who, what, where, why, how)

• Be sure to provide students with answer options, when necessary. Provide a word bank or some type of scaffolding to keep your story & students focused on your Target Language Structures.

4) Use a Chain of Events to help you build a story.

• Don’t miss opportunities for repetition! Be creative and think of as many related activities that you can incorporate along the way. (i.e.: sequencing activity, sequencing logic, possible vs. probable, etc.)

WWW.TPRSTORYTELLING.COMCOPYRIGHT©2015 TPRS PUBLISHING, INC.

FAIRY TALES CONTENT FAMILIAR STORIES

Having a general idea of a storyline

will help you successfully ask an engaging story ‘from

scratch.

STORY-ASKINGEasy Peazy Lemon Squeezy

iFLT 2015 Carol Gaab

STORIES FROM SCRATCH

27

http://www.TPRstorytelling.com

JULY 17, 2015 IFLT 2015

TPR Sequence Examples Run: 1. ANIMAL (cognate) runs to STUDENT. 2. Student runs! 3. Animal runs faster! Oh no!

Ask the sequence: • Student Actor is an animal. What kind of animal? • Who runs? • How does he run? • Where does he run? • Is STUDENT happy? • What does student do? He runs! • How does student run? • Is ANIMAL happy? • Who runs faster?

Sees: 1. STUDENT sees a spider. 2. Student runs! 3. Spider sees student and runs too!

Ask the sequence: • Student Actor acts afraid. (convey message with acting

or convey with narration.) • STUDENT sees something…WHAT does s/he see? • (Students logically answer with something that would

make someone fearful, like a spider, for example.) • STUDENT sees a spider! • Does he see a big/small, fast/slow, color, etc. spider? • Student sees the spider and… runs? cries? What does

student do? • How does student (run/cry/scream)? • Spider sees student and… runs? cries? • How does spider (run/cry/scream)?

Ask a Familiar Story Student actor wearing (color) cape/hood.

• There is a girl/boy… What’s her name? • How old is she? • Where is she going? Is she going directly there or is she

going somewhere else first? • How does she go? (on foot, by car, etc.?) • What does she pass along the way? • Is she going alone? • etc.

WWW.TPRSTORYTELLING.COMCOPYRIGHT©2015 TPRS PUBLISHING, INC.

Story Sequence

a) Tarzan called Jane on his cell phone. Jane answered. "

b) Tarzan said, “Jane, do you want to go to the movies?” Jane said, “yes.”"

c) Tarzan picked up Jane with one arm."

d) Tarzan called Jane: “JANE! JANE!” But Jane didn’t answer. "

e) At 7 o’clock, Tarzan went to pick up Jane.""a) Did Jane answer on purpose

or on accident? b) How did Tarzan ask Jane? c) Did Tarzan pick up Jane with

his right or left arm Did he pick her up easily?

d) How did Tarzan call Jane? (loud, sexy, etc.?)

e) How did Tarzan go to Jane’s house? (car, walk, run, motorcycle)

Once the order of events is determined, act out the story. ASK the story, asking for at least 2-3 details for each event.

28

Documents

01-iFLT 2015-cover2€¦ · TPRS Publishing offers a wide variety of compelling leveled readers to bridge the gap from novice-level reads to authentic texts. Visittprstorytelling.com