ACTFL+TOY+2008-Janet+Glass+Dwight-Englewood+School,+New+Jersey

=[|ACTFL TOY 2008-Janet Glass-Dwight-Englewood School, Englewood, New Jersey]=

Connect with me on Twitter [|twitter.com/janetlglass] Contact me at Dwight-Englewood School GlassJ@d-e.org

__**2012 ACTFL TOY Presentation**__


 *  Leadership & Responsibility **

__**2011 ACTFL TOY Presentation**__

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 * The Interpretive Mode: Understanding What You Hear and Read**


 * We guide students in interpreting the written, graphic, video or audio materials by providing a task (checklist, graphic organizer, chart, drawing response) that matches their interests and language levels. The Interpretive mode is often the first step in a thematic unit. It leads into the Interpersonal and Presentational modes.**


 * However,** f**inding authentic, engaging material for the interpretive mode that is appropriate for novice levels in elementary school can be a challenge.**
 * Authentic signs, catalogs, folktales, fairy tales, zoo websites, catalogs, movie trailers and songs are useful.**

EXAMPLE:


 * SHOPPING: TAKING A VIRTUAL TRIP**
 * PRE: Teach some of the essential vocabulary and elicit prior knowledge**


 * ACTIVITY:**
 * 1) You tell students: are going on a trip to Spain. Before returning, you have to buy gifts for your family members. You have 150 euros to spend. You know your mom wants an article of clothing. The other gifts are up to you. You go online to a catalogue and follow the links to browse various items.**
 * Notice what's on sale, how the numbers are written, what types of things are popular in Spain, what's the same in the U.S.**
 * Make a list of what you want to buy.**
 * [|www.elcorteingles.es/] Website for the online catalogue of the department store chain in Spain: //El Corte Inglés//**


 * Later, you take a trip to Mexico and, again, purchase gifts. You have 450 pesos to spend.**
 * [|www.sanborns.com.mx] Website for the online catalogue of the department store chain in Mexico: //Sanborns//**


 * 2) Fill out the Venn diagram provided to compare the stores. What can you infer about the countries from the products in the stores?**


 * POST: On the back write which one you prefer and why.**


 * As an interpersonal follow-up, discuss. A classroom market can be part of a culminating oral assessment.**



Vamos de compras en el Corte Inglés: www.elcorteingles.es

Están de visita en España. Tienes 150 € (euros) para comprar regalos para tu familia.

__ Regalo __ __precio normal__ __oferta/venta__ __para quien__ // ejemplo: // // Camisa 50 € 36 € mi padre //

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in
 * Some zoo websites: in French [|zoodegranby.com] in Spanish [|zoomadrid.com]**
 * Stories online: Fairy Tales in Spanish, French and Chinese [|analomba.com]**
 * Folktales in Spanish, French, Chinese and Thai [|miscositas.com]**


 * Authentic resources in SPANISH FRENCH GERMAN authentic-resources.wikispaces.com**


 * Songs in the Latino world [|Songs Latino World and more]**

Topical Listing Elementary Books in Spanish
 * Print materials in Spanish, non-fiction and fiction:**

[|Webcasts in Russian, Arabic and Chinese]


 * Youtube.com** provides a steadily changing stream of **MOVIE TRAILERS** in all languages. Animated films work well with elementary ages.

__**2010 ACTFL Presentation**__ Below are performance assessments from a Spanish FLES program that meets three times a week. The video is from 3rd grade and 5th, the audio file is from 5th grade. Performance assessments are critical to the health of a language program. They provide evidence of a range of proficiencies that teachers and students can build on in subsequent language classes. They also show students what they know and are able to do. When documented electronically, performance assessments can serve as tools for advocacy with administrators and parents.

In the Weather Channel video, third graders are challenged to create their own "weather channel" and report the day's weather conditions.

media type="custom" key="6847163" [|Weather Channel Third Grade]

I use gestures and visuals well to help get the message across || I have provided the necessary information I use gestures and visuals || The message is disorganized or some information is missing I do not make use of gestures and visuals || My vocabulary is varied. || I am mostly correct when using memorized sentences. My vocabulary shows basic information. || I am correct at the word or phrase level. My vocabulary is repetitive or limited. ||
 * || Exceeds expectations 3 || Satisfactory 2 || Does not meet Expectations 1 ||
 * Comprehensibility || My message is crystal clear and easily understood with clear details || Meaning is understood but with pauses and hesitations || Difficult to fully understand ||
 * Communication Strategies || I have provided the information in a clearly organized way
 * Language control and vocabulary use || My grammar is correct when using memorized sentences.
 * Presentational impact || Pronunciation is clear, I maintain eye contact with the audience/camera. Delivery is lively and very expressive || The presentation is delivered with interest and eye contact || I make little effort to hold the audience’s interest ||



In the following audio clip, fifth graders are challenged to sustain an interpersonal exchange of their interests for a minimum of three minutes. They must respond to their partners interests as well as stating their own.

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Voice recording in Fifth Grade Spanish Students were to sustain an unscripted conversation in Spanish. They randomly chose a partner by picking a hidden name out of a basket. The conversation had to be at least three minutes long and without pauses. In order to do their best, students had to be able to respond well to questions and show interest in what their partner was saying.
 * Having enough recorders for the class allows the pairs to record simultaneously so that students don’t have to wait their turn or be tethered to a computer for recording. They can move around the room or record in the hall. It can be instantly played back over speakers in class. The files can be easily downloaded onto a computer for sharing, mailing and scoring**.



You can find additional sample rubrics created by a FLAP grant for a consortium of school districts in New Jersey:

[|Sample Rubrics FLENJ]

Here a fifth grade students talks about himself and another person. It's an individual presentational task.

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