tag:blogger.com,1999:blog-54650715424910169032024-03-05T00:33:40.617-06:00James Hosler: on EducationJames Hoslerhttp://www.blogger.com/profile/13799150832287960680noreply@blogger.comBlogger43125tag:blogger.com,1999:blog-5465071542491016903.post-55649017902858571552023-03-04T13:44:00.002-06:002023-03-04T13:47:51.287-06:00The Talent Code, by Daniel Coyle<p>Coyle, Daniel. <i>The Talent Code: Greatness Isn't Born. It's Grown</i>. New York, Bantam, 2009.</p><p>page 5:</p><blockquote>Myelin's vital role is to wrap those nerve fibers the same way that rubber insulation wraps a copper wire, making the signal stronger and faster by preventing the electrical impulses from leaking out.</blockquote><p>pages 14-15:</p><blockquote>The conventional way to explain this kind of concentrated talent is to attribute it to a combination of genes and environment, a.k.a. nature and nurture. ... Add up all the factors and--viola!--you have the ideal factory for soccer greatness.</blockquote><p>The problem is that "all the factors" encompasses too many things to be useful. We are left mystified and helpless.<br /></p><p>page 18:</p><blockquote>Deep practice is built on a paradox: struggling in certain targeted ways--operating at the edges of your ability, where you make mistakes--makes you smarter.</blockquote><p>We need safe places to fail and learn. <br /></p><p>page 24:</p><blockquote>Link's trainer permitted pilots to practice more deeply, to stop, struggle, make errors, and learn from them.</blockquote><p>page 27:</p><blockquote>Futsal players touch the ball far more often than soccer players--six times more often per minute, according to a Liverpool University study.</blockquote><p>page 33:</p><blockquote>Skill is myelin insulation that wraps neural circuits and that grows according to certain signals. The story of skill and talent is the story of myelin.</blockquote>page 104:<blockquote>When long-term commitment combined with high levels of practice, skills skyrocketed.</blockquote><p>page 114, on "ignition":</p><blockquote>Losing a parent at a young age was not what gave them talent; rather, it was the primal cue--you are not safe--that, by tripping the ancient self-preserving evolutionary switch, provided energy for their efforts...</blockquote><p>page 147, on KIPP students:</p><blockquote>"Every single detail matters," Feinberg says. "Everything they do is connected to everything else around them."</blockquote><p>page 153:</p><blockquote>What's striking in the end, however, is not how hard KIPP students work, but rather how swiftly and completely they take on the KIPP identity that provides the fuel for that hard work.</blockquote><p>Climate and culture. <br /></p><p>page 188:</p><blockquote>Patience is a word we use a lot to describe great teachers at work. But what I saw was not patience, exactly. It was more like probing , strategic impatience.</blockquote><br /><p></p>James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com0tag:blogger.com,1999:blog-5465071542491016903.post-23658792502646981092014-11-10T09:06:00.002-06:002014-11-10T09:06:32.916-06:00Pictures for CI: What's Wrong? and What's Different?Ben Slavic (benslavic.com/blog) describes a procedure, he calls it Look and Discuss (L&D), in which the teacher leads the class through describing a picture that is projected on the board. The goal is to get comprehensible, compelling repetitions on target structures. It works really well.<br />
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How about adding these two activities? The inspiration came from my curriculum director. Both involve projecting a picture on the board and leading the class through a discussion in the target language in order to provide comprehensible input. Of course the normal rules apply: The teacher is trying to speak comprehensibly in the target language and is using circling and personalized-question and answer (PQA) throughout the discussion.<br />
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<b>1. What's wrong with this picture?</b><br />
Focus the kids on the wacky stuff in an otherwise normal picture. Here are some good pictures to use: <a href="http://pbskids.org/berenstainbears/games/wrong/">http://pbskids.org/berenstainbears/games/wrong/</a><br />
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<b>2. What are the differences between these pictures?</b><br />
Say what <u>is</u> in one picture but <u>not</u> in another picture. Some examples: http://www.highlightskids.com/double-check<br />
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These ideas need to be tested in the classroom; I have not yet tried either. These are popular "for kids" activities, so they have the potential at least of being on the level of our new language learners.<br />
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Some more brainstorming: (<b>for number 2 above)</b> For more discussion, you can ask something like: "Is the girl happier in the first or the second picture? Of course! In the second picture, because in that picture she has <u>two</u> scoops of ice cream!"<br />
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Or how about: (<b>for number 1 above)</b> "Would the boy be happier if the fish tank were on the ground? Of course he would! He wants to feed the fish but he can't reach them up on the ceiling!"James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com1tag:blogger.com,1999:blog-5465071542491016903.post-6451681295260299742014-11-06T10:56:00.001-06:002014-11-06T10:57:04.444-06:00My Rigor PostersThese are hanging in the front of my room. Basically they are classroom rules, but I have tried to phrase them in positive, productive terms. They are based heavily on various sources, mainly from Ben Slavic's wonderful community (<a href="http://benslavic.com/blog">benslavic.com/blog</a>).<br />
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<br />James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com0tag:blogger.com,1999:blog-5465071542491016903.post-9808183229544230642014-05-22T09:00:00.000-05:002014-05-22T09:02:31.708-05:00My Newest StandardsThe problem with <a href="https://docs.google.com/document/d/1ts6XJQlS0MSrayDmXSQ7l6_NsuY-8V2EfiNrVbbOpvA/edit?usp=sharing" target="_blank">my old standards</a> was that they were too limiting. I was not able to use a wide variety of assessments and I started to feel really stifled toward the middle of the year.<br />
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I just finished the second draft of the standards I will use next year: <a href="https://docs.google.com/document/d/1gU1qIcSMnPUWpJZ93w9L1v1xNl10GF41QerY7gYDBns/edit?usp=sharing" target="_blank">https://docs.google.com/document/d/1gU1qIcSMnPUWpJZ93w9L1v1xNl10GF41QerY7gYDBns/edit?usp=sharing</a><br />
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I tried to make them more general so that they would allow me to use a wider variety of assessment. They should also work for any level of any language at any school that offers the standard four year course.James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com5tag:blogger.com,1999:blog-5465071542491016903.post-28684071203511809162014-03-06T11:11:00.000-06:002014-03-06T11:38:55.908-06:00Didn't Prepare a Simplified Version? Don't Sweat..Embedded readings are increasingly complicated texts that eventually build up to an "authentic" or "original" version. For more information, see the website of its founders: <a href="http://embeddedreading.com/about/">http://embeddedreading.com/about/</a><br />
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Basically, embedded readings are used to help students read an advanced text by gradually adding on levels of detail. I also like to simplify the language as well as deleting unnecessary details, especially in the earlier stages of the process. I call these "simplified versions" of a reading. Several of them may be needed before the class is able to read the "original version" fluently. The early simplified edition may not look much like the original version, but there will be some new vocabulary for the students to master and the major plot-points will all be present, even if they are expressed in simpler language.<br />
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The problem with simplified versions is that the teacher has to create them. On a typical day, if I am wanting the class to read a new story, I will provide them a simplified version (or two or three, maybe over several days) which I have prepared ahead of time. We will then <a href="http://www.jameshosler.com/2014/02/the-teacher-is-stupid-twist-on-choral.html" target="_blank">read the text together with the laser-pointer</a> and discuss it in the target language.<br />
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So what happens if I don't have the time to sift through a reading and create a simplified version? Actually, this can end up being more engaging for the students. If I don't have a simplified version prepared, I create it on-the-fly with the class using actors and a <a href="http://www.jameshosler.com/2013/04/a-look-at-jobs-in-tprs-classroom.html" target="_blank">story-writer</a>. There are essentially three things going on at once during this procedure:<br />
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1) I am looking at the original version of the text, the version which I am simplifying. Only I am looking at this text. The students are just listening (and watching actors; more on that in a second). I tell the students in simple language what happens in the story and they just listen. We of course <a href="http://www.jameshosler.com/2013/05/what-is-circling-with-examples.html" target="_blank">circle</a> any new vocabulary which I need for this first simplified version.<br />
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2) There are actors for each character (and maybe even <a href="http://www.jameshosler.com/2013/11/a-wonderful-soup-actors-ci-ablatives_27.html" target="_blank">for some interesting objects</a>) in the story. While I tell out the simplified version of the passage the actors act out the action. If an actor does a bad job, we all ask him or her in all humor please to do it again!<br />
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3) The story-writer types out what I am saying on the computer. I like to project what the story-writer is writing on the screen while he or she is working. So there is me telling the simplified version, actors helping everyone to visualize, and a gradually-emerging written version of passage up on the screen for all to see.<br />
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When we are done and the story-writer has finished, I can clean it up and presto! a nice simplified version, which every student has just seen being written and acted out. We can now proceed with our normal procedure of laser-pointer reading and discussion in the target language.James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com0tag:blogger.com,1999:blog-5465071542491016903.post-42729843242460913702014-02-28T13:15:00.000-06:002014-03-06T10:54:50.142-06:00The Teacher is Stupid! A Twist on Choral ReadingI use choral reading/translation in my classes a lot. A video of the procedure by Ben Slavic, my teacher in this and many things, can be found here: <a href="http://vimeo.com/58421936">http://vimeo.com/58421936</a><br />
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And here is a shorter video of my classes doing a choral reading/translation: <a href="https://www.youtube.com/watch?v=YDKlkMuMAb4&feature=youtube_gdata_player">https://www.youtube.com/watch?v=YDKlkMuMAb4&feature=youtube_gdata_player</a><br />
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Basically, the teacher (or, better yet, a student) uses the laser-pointer to point the class through a reading of a text. When the pointer points at a word, the class gives the translation. In this way we read through the entire text.<br />
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A fun change is to play the game I just made up: "The Teacher is Stupid." The pointer still points through the text, but now it's only the teacher giving the meaning in English. There's one catch: The teacher makes mistakes on purpose. Everyone looks and listens for the mistakes. When a student hears/sees a mistake in the teacher's reading/translating, he yells "Stupid!" or "Wrong!" or "Terrible!" or whatever in the target language. Normally this sounds like the whole class yelling at me. After they stop me for a mistake, they have to go back and do the sentence all together as in normal choral translation. When they get done doing the sentence correctly, it's back to you the teacher and everyone listening and waiting for your next mistake.<br />
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Most of your mistakes will draw on their knowledge of vocabulary. You can also make mistakes to make points about grammar, like saying "is" instead of "was."<br />
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One tip: Be sparing with the number of your mistakes; the fun is in the anticipation.James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com2tag:blogger.com,1999:blog-5465071542491016903.post-24983257950628581962013-11-27T10:14:00.005-06:002013-11-27T10:14:43.820-06:00A Wonderful Soup: Actors, CI, Ablatives, and Latin Word OrderI recently had a cool experience that was repeated across several classes. It involves ablatives and Latin word order, CI-style. It's difficult to explain in words, but I'll try to be brief for those who are interested.<br /><br />The main sentence we were focusing on was:<br /><br />Maurine (or whoever) sagittam arcu iecit.<br />Maurine shot an arrow with her bow.<br /><br />We were creating a story together as a class in which one student goes on a hunt to kill some food for another student to eat. In the scene with this sentence, there were three student actors in front of the class, one for the hunter, another for the prey (an elephant, for example), and another for the bow. The kids loved the idea of having an actor for the bow, and actually it really helps to demonstrate the ablative.<br /><br />So for this sentence the hunter draws the bow and then the bow fires the arrow at the prey. Of course all of this is really funny to look at because the actors have to figure out how to do it. Once they do decide, though, I can start circling:<br /><br />Q: Did Maurine shoot the arrow with the bow? (iecitne Maurine sagittam arcu?)<br />A: yes (certe!)<br />Q: Did Maurine shoot the arrow with the bow or with a lion? (iecitne Maurine sagittam arcu an leone?)<br />A: A bow! (arcu!)<br />Q: Did Maurine shoot the bow with a lion? (iecitne Maurine sagittam leone?)<br />A: No! (minime!)<br /><br />And so on, for as long as we can stand it to get as many reps as possible. Of course after each question I repeat the original statement "Maurine sagittam arcu iecit" and after a while the students can really hear this sentence and understand what it means.<br /><br />Another cool thing here, besides the ablative, is that it allowed me to demonstrate to my students how Latin word order builds suspense. Let me try to explain...<br /><br />After we had repeated the sentence a bunch and everyone had come to understand the sentence, we rewound the story and repeated a few sentences and watched the actors perform. When we got to the sentence "sagittam arcu iecit," I played a trick on the actors. I said the sentence dramatically, leaving out the verb "iecit": "Maurine saaaaaaigttam aaarrrrcuuuuuuuu..."<br /><br />What happened next--and it happened in three different classes--was awesome. The actor who was playing the bow threw the arrow. When she did, I said "minime! inquitne magister 'iecit?'" and all the students in the class responded "minime!" The point was that I hadn't said "shot" so the bow shouldn't have thrown the arrow. And all the students knew it. So we repeated it again and the bow waited until I finally said "iecit!" before she threw the arrow.<br /><br />The pause before "iecit" was really fun. I could even ask other questions--like "elephantus! vultne Maurine te necare?" A:"certe! eheu!"--and leave the actors hanging, just about to "shoot the arrow." Then finally the "iecit" comes and we get our climax.<br /><br />The next day we were reading a written version of the story together as a class here is how I wrote out this scene to preserve the suspense:<br /><br />Maurine sagittam arcu…<br /> tum elephantus triste inquit, “quaeso noli me necare!”<br /> Maurine nihil curavit. Maurine sagittam arcu iecit. <br /><br />While we were reading this section I simply paused and we discussed for about 30 seconds in English how the verb was left off and how that built suspense and how that explains why Romans liked the verb at the end of a sentence, because it builds suspense and makes you listen to the whole thing.<br /><br />It was only with actors and CI that I was able to make this particular point about word order so strongly.James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com0tag:blogger.com,1999:blog-5465071542491016903.post-81561099931729037642013-10-02T09:33:00.002-05:002013-10-02T09:34:40.856-05:00"Good" Technology: Making Personalized Readings with Replace AllThere are good and lame uses of technology in foreign language classrooms. To be a "good" use, the technology must facilitate in some way the delivery of comprehensible input. Using movies, images, and audio clips as the basis for personalized, comprehensible discussion in the target language is "good," for example. So is the use of sites like <a href="http://textivate.com/">textivate.com</a> (see <a href="http://www.jameshosler.com/2013/02/uses-of-textivatecom.html" target="_blank">this post</a> for more information). I want to describe another use of technology that can help the teacher facilitate reading-based input that's personalized for each class: Replace All.<br />
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<b>Replace All</b> is a nifty feature of almost every word processing program that lets you find all instances of a word and replace it with another word. Basically, if you have a story written about a "John" from your first period class, this feature will let you change it to a story written about "Phil" for your second period class in a matter of seconds.<br />
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There are three steps to a typical cycle of Teaching Proficiency through Reading and Storytelling (TPRS). First, we establish meaning. Then we ask the story with a story script. Finally we read an official, written version of the story together. This "replace all" trick helps with the third step, the reading.<br />
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Of course it is best if the reading is personalized for each class. We work so hard during the second step to get a story that means something personal for each individual class that just using a generic reading in the third step seems anticlimactic.<br />
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We want unique readings for each class, based on the unique story created by each class, but we don't want to be up late every night writing out stories in the target language. We can use the written version of the story that was done by a student during step 2 as a guide (see <a href="http://www.jameshosler.com/2013/04/a-look-at-jobs-in-tprs-classroom.html" target="_blank">this post</a> for more information about student jobs), but even then with six different classes there are just too many stories for the teacher to compile individually into six different readings. The story writer is a super star, but even she or he will make mistakes and as teachers we'll want to embed new vocabulary and include various other conventions of written language in the final, official version for our reading during the third step.<br />
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Basically, In TPRS there is this problem: The teacher needs to take responsibility for editing and/or creating up to six different readings in the target language every other week or so. That's where "replace all" comes in.<br />
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(I'll talk about first year classes here. I have three first year classes so this procedure lets me get three birds with one stone. I also have two second year classes, but of course these need to be treated separately because their stories are completely different from my first year classes--they are working from different target structures and from a different story script. So I can repeat this process with my second year classes and get another two birds with one stone. So all in all that's five birds with two stones and a great savings of time!)<br />
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I like to start by carefully mulling over the best story from the day. From that class's story (and the story writer's work) I create an official, good sounding, final written version. I embed new vocabulary. I include conventions of written communication and all that jazz. Take for example this story ("very-fine" is a fruit drink):<br />
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<u>very-fine dedit</u><br />
quondam Brenden erat in schola. Brenden very-fine habebat.<br />
Colman quoque erat in schola. Colman very-fine vidit. very-fine Colmanem non delectabat. Colman, postquam very-fine vidit, erat iratus. Colman very-fine bibere non volebat. Colman inquit, “very-fine est stultus.”<br />
sed Allyson quoque very-fine vidit. very-fine Allysonem delectabat. Allyson inquit, “very-fine est optimus!” Allyson very-fine bibere volebat. sed Allyson very-fine non habebat. eheu!<br />
Brenden et Allyson erant amici. Brenden Allysoni very-fine dedit. Allyson inquit, “gratias tibi ago, Brenden!”<br />
tum Allyson very-fine bibit. Allyson, postquam very-fine bibit, erat laeta.<br />
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<u>He gave very-fine </u><br />
A little while ago Brenden was in school. Brenden had very-fine.<br />
Colman was also in school. Colman saw very-fine. very-fine did not please Colman. Colman, after he saw very-fine, was mad. Colman didn't want to drink very-fine. Colman said, "very-fine is stupid."<br />
But Allyson also saw very-fine. very-fine pleased Allyson. Allyson said, "very-fine is the best!" Allyson wanted to drink very-fine. But Allyson didn't have very-fine. Oh no!<br />
Brenden and Allyson were friends. Brenden gave very-fine to Allyson. Allyson said, "Thanks, Brenden!"<br />
Then Allyson drank very-fine. Allyson, after she drank very-fine, was happy.<br />
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I spend a good amount of time compiling that story, making sure that it's simply written and at the right level for my students to be able to read it fluently.<br />
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Now I want to take that story and use it as a basis for the other two stories for my other two Latin 1 classes. They were working with the same script and so came up with something similar, but at least the names are all different and probably the places and maybe it was another drink besides that "very-fine" fruit punch.<br />
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If a class was particularly creative I can add in major differences on an individual basis, but those simple changes in proper nouns are very easy to do quickly using "replace all." After you have typed up the final version for one class, all you have to do is press "command+f" (on a Mac) or "control+f" (on a PC). This will activate the "find" feature of whatever word processor you're using. There should be an option not just for "find" but also "replace." If, for example, I tell the computer to "replace all" instances of the word "Brenden" in the example story above with the word "Thomas," I have instantly changed the whole story from Brenden having and giving very-fine to Thomas having and giving very-fine. A few more changes is all it would take for the story to be entirely about another first year class.James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com1tag:blogger.com,1999:blog-5465071542491016903.post-21509945722291738242013-08-27T11:51:00.000-05:002013-09-11T10:44:28.704-05:00Extend a One Word Image to End Class<i>One Word Image is an activity created by Ben Slavic. Get more information from his workshop handouts, which can be found here: <a href="http://benslavic.com/tprs-workshop-handouts.html">http://benslavic.com/tprs-workshop-handouts.html</a></i><br />
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James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com4tag:blogger.com,1999:blog-5465071542491016903.post-30347014700332536822013-05-21T14:15:00.000-05:002013-05-21T14:15:00.613-05:00Year's end can be easy, if I let itThis has been the least stressful end to a school year I've ever enjoyed. It doesn't need to be difficult after all. I needed to realize two things:<br />
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First, I should give simple assessments. How easily can I gather information to show me that my students understand the target language? All they need is a passage on their level with some straightforward questions. The more complicated the project or test or whatever the more opaque the evidence becomes.<br />
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Second, I should stop planning in my pride to fix all the problems next year by preparing lots of materials over the summer. I don't need a worksheet for this, a web-quest for that, a new grammar handout, a new website, a new load of prompts for projects, new videos for my "struggling" students, a new homework policy, new classroom rules, new activities for this or that reading. I don't need any of it.<br />
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All my students need to learn the language is comprehensible and compelling input. I'll make sure the input is comprehensible by following all the protocols of Teaching Proficiency through Reading and Storytelling (TPRS). I'll make sure the input is compelling by talking about my students with real interest in who they are in my heart. All of that will happen slowly and with a sense of joy and maybe a few smiles. What's scary about that? What do I need to prepare?<br />
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I used to schedule my summers so as to have such and such materials ready by such and such times. No more. Work smarter, not harder. I would spend two hours preparing a PowerPoint that would fill maybe thirty minutes of class time in one class period. No more. Now all I need is time to relax and dream of ways to talk to my kids about stuff they like. But how can I plan for that? I haven't even met my classes yet! It will all happen in good time.James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com0tag:blogger.com,1999:blog-5465071542491016903.post-76151298837883500022013-05-21T10:01:00.001-05:002014-01-21T12:46:55.734-06:00What is "circling"? With examples!"Circling" is a technique for asking repetitive questions in the target language. We do this all the time in TPRS and CI-based instruction in order to provide students with more repetitions of target structures (i.e., new vocabulary and grammar). <br />
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The basic pattern of circling is:<br />
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<li>Yes/no question</li>
<li>Either/or question</li>
<li>Yes/no question</li>
<li>Who/what/where/when/why/how/etc. question</li>
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You follow this pattern to ask questions about the subject ("circle the subject"), verb, or whatever else.<br />
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A detailed, essential explanation of circling can be found in Blaine Ray's book <a href="http://www.blaineraytprs.com/shop-online/general" target="_blank"><i>Fluency Through TPR Storytelling</i></a>. In this post, which presents my hodgepodge of an approach, I give some examples of circling in different scenarios, in Latin (the language I teach) with English translations (for most everyone else).<br />
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First, though, note <b>six main rules of circling</b>:<br />
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<li><b>Go slow. </b>Super slow. The students don't know the language and every new structure is a totally new sound for them. Go so slow that you feel bored. Then slow down some more. Now they can follow you.</li>
<li><b>"Teach to the eyes."</b> This is a phrase from Blaine Ray or Susan Gross or somebody, but it is the main thing that will save you and your students. Make eye contact constantly with your students. And don't just look at them, try to feel whether they understand. Their eyes will tell you if they are lost or ready for the next question.</li>
<li><b>Avoid unnecessary circling. </b>Only focus with circling on new structures, probably only your target structures for the day. The sounds of the structures in circling need to be new to hold interest and momentum. If they have already acquired something, circling isn't necessary. But be careful here. Oftentimes students have acquired far less than we think they have.</li>
<li><b>Demand a choral response. </b>Every student needs to reply to every question in unison. If there is a weak response, simply stop and explain in English how everyone needs to show you they understand. Then ask the same question again, more slowly. If there is still a weak response, write translations on the board. Every student responds every time or the class takes forever and it sucks for them. They will get that pretty quick.</li>
<li><b>Personalize. </b>Make sure that you are asking questions and including information suggested by your students in the conversation or story or whatever is being said. Circling about how Random Roman Guy was in a forum is boring, but circling about how Susie (a student in class) was at a concert is awesome.</li>
<li><b>Ask for quick translations. </b>Every once in a while ask your students, in English, "What did I just say?" They should be able to provide a "this is painfully obvious" kind of translation. </li>
</ol>
So now lets look at two different sentences and how you would circle them with your students. It is assumed that you have written translations of new structures on the board and perhaps even established gestures. The students should be able to understand the meaning of everything you say. If ever you sense some students aren't following you (refer to rules 2 and 4 above), point at the target structures and translations on the board, write other things with translations they might be struggling with, or do something else to establish meaning so that the students are confident in their answers to your circled questions.<br />
<br />
<span style="font-size: large;"><u>Example 1</u></span><br />
Sentence, stated by teacher slowly to begin:<br />
<b>Trevor in cubiculo dormiebat.</b><br />
--Trevor was sleeping in his bedroom. (Some teachers require students to go "ohhhhh" all together after a new statement as if the most interesting fact in the world has just be stated. If I were better I would insist on it every time just like choral responses.)<br />
<br />
<i>First, we can circle the subject:</i><br />
Q1 (teacher): <b>discipuli, dormiebatne Trevor in cubiculo?</b><br />
--Students, was Trevor sleeping in his bedroom?<br />
A1 (class): <b>certe!</b><br />
--Yes!<br />
Teacher: <b>optime! Trevor in cubliculo dormiebat.</b><br />
--Very good! Trevor was sleeping in his bedroom.<br />
Q2 (teacher): <b>discipuli, dormiebatne Trevor an Luke in cubiculo?</b><br />
--Students, was Trevor or Luke sleeping in his bedroom?<br />
A2 (class): <b>Trevor!</b><br />
--Trevor! <br />
Teacher: <b>optime! Trevor in cubliculo dormiebat.</b><br />
--Very good! Trevor was sleeping in his bedroom.<br />
Q3 (teacher): <b>discipuli, dormiebatne Luke in cubiculo?</b><br />
--Students, was Luke sleeping in his bedroom?<br />
A3 (class): <b>minime!</b><br />
--No!<br />
Teacher: <b>optime! quam absurdum! <i>Luke</i> in cubiculo non dormiebat. <i>Trevor</i> in cubliculo dormiebat.</b><br />
--Very good! How absurd! <i>Luke</i> was not sleeping in his bedroom. <i>Trevor</i> was sleeping in his bedroom.<br />
Q4 (teacher): <b>discipuli, quis in cubiculo dormiebat?</b><br />
--Students, who was sleeping in the bedroom?<br />
A4 (class): <b>Trevor!</b><br />
--Trevor! <br />
Teacher: <b>optime! Trevor in cubliculo dormiebat.</b><br />
--Very good! Trevor was sleeping in his bedroom.<br />
<br />
<i>Then we might circle the verb, but really the possibilities are endless. Notice the pattern can change for variety based one whatever your students are ready for:</i><br />
Q1 (teacher): <b>discipuli, saltabatne Trevor in cubiculo?</b><br />
--Students, was Trevor dancing in his bedroom?<br />
A1 (class): <b>minime!</b><br />
--No!<br />
Teacher: <b>optime! quam absurdum! Trevor in cubiculo non <i>saltabat</i>. Trevor in cubliculo <i>dormiebat</i>.</b><br />
--Very good! How absurd! Trevor was not <i>dancing</i> in his bedroom. Trevor was <i>sleeping</i> in his bedroom.<br />
Q2 (teacher): <b>discipuli, dormiebatne an saltabat Trevor in cubiculo?</b><br />
--Students, was Trevor sleeping or dancing in his bedroom?<br />
A2 (class): <b>dormiebat!</b><br />
--Sleeping!<br />
Teacher: <b>optime! Trevor in cubliculo dormiebat.</b><br />
--Very good! Trevor was sleeping in his bedroom.<br />
Q3 (teacher): <b>discipuli, ubi Trevor dormiebat?</b><br />
--Students, where was Trevor sleeping?<br />
A3 (class): <b>in cubiculo!</b><br />
--In his bedroom!<br />
Q4 (teacher): <b>optime! discipuli, quid agebat Trevor in cubiculo?</b><br />
--Very good! Students, what was Trevor doing in his bedroom?<br />
A4 (class): <b>dormiebat!</b><br />
--Sleeping!<br />
Teacher: <b>optime! discipuli mei sunt intellegentes.</b><br />
--Very good! My students are smart.<br />
<br />
<span style="font-size: large;"><u>Example 2</u></span><br />
Sentence:<b> Maria ad urbem Hollywood ire vult, ut Will Smithem spectet.</b><br />
--Maria wants to go to Hollywood to look at Will Smith.<br />
<br />
<i>This is just a quick demonstration of how scary grammar can be made less scary:</i> <br />
Q1 (teacher): <b>discipuli, vultne Maria ad urbem Hollywood ire?</b><br />
--Students, does Maria want to go to Hollywood?<br />
A1 (class): <b>certe!</b><br />
--Yes!<br />
Teacher: <b>optime! Maria ad urbem Hollywood ire vult.</b> <br />
--Very good! Maria wants to go to Hollywood. <br />
Q2 (teacher): <b>discipuli, vultne Maria ad urbem Hollywood an Kansas City ire?</b><br />
--Students, does Maria want to go to Hollywood or Kansas City?<br />
A2 (class): <b>Hollywood!</b><br />
--Hollywood! <br />
Teacher: <b>optime! Maria ad urbem Hollywood ire vult.</b><br />
--Very good! Maria wants to go to Hollywood.<br />
Q3 (teacher): <b>discipuli, vultne Maria ad urbem Kansas City ire?</b><br />
--Students, does Maria want to go to Kansas City?<br />
A3 (class): <b>minime!</b><br />
--No!<br />
Teacher: <b>optime! Maria non ad urbem Kansas City, sed ad urbem Hollywood ire vult.</b><br />
--Very good! Maria doesn't want to go to Kansas City, but to Hollywood. <br />
Q4 (teacher): <b>discipuli, vultne Maria ad urbem Hollywood ire, ut Will Smithem spectet?</b><br />
--Students, does Maria want to go to Hollywood to look at Will Smith?<br />
A4 (class): <b>certe!</b><br />
--Yes!<br />
Teacher: <b>optime! Maria ad urbem Hollywood ire vult ut Will Smithem spectet.</b><br />
--Very good! Maria wants to go to Hollywood in order to look at Will Smith.<br />
Q5 (teacher): <b>discipuli, vultne Maria ad urbem Hollywood ire, ut Will Smithem an Bruce Willisem spectet?</b><br />
--Students, does Maria want to go to Hollywood to look at Will Smith or Bruce Willis?<br />
A5 (class): <b>Will Smith(em)!</b><br />
--Will Smith! <br />
Teacher: <b>optime! Maria ad urbem Hollywood ire vult ut Will Smithem spectet.</b><br />
--Very good! Maria wants to go to Hollywood in order to look at Will Smith. <br />
Q6 (teacher): <b>discipuli, vultne Maria ad urbem Kansas City ire, ut Will Smithem spectet?</b> / Students, does Maria want to go to Kansas City to look at Will Smith?<br />
A6 (class): <b>minime!</b><br />
--No! <br />
Teacher: <b>optime! Maria, ut Will Smithem spectet, ad urbem <i>Kansas City</i> ire non vult. quam absurdum! Will Smith in urbe <i>Kansas City</i> non habitat! </b><b>Maria ad urbem <i>Hollywood</i> ire vult ut Will Smithem spectet.</b><br />
--Very good! Maria doesn't want to go to <i>Kansas City</i> to look at Will Smith. How absurd! Will Smith doesn't live in <i>Kansas City</i>. Maria wants to go to <i>Hollywood</i> to look at Will Smith.<br />
Q7 (teacher): <b>discipuli, cur Maria ad urbem Hollywood ire vult?</b> <br />
--Students, why does Maria want to go to Hollywood?<br />
A7 (students, maybe a volunteer because it's not a one- or two-word answer): <b>ut Will Smithem spectet!</b><br />
--to look at Will Smith!<b> </b><br />
Teacher: <b>bene!</b><br />
--Well done!<br />
Teacher (quickly in English): Wait a second, what did we just say? Why does Maria want to go to Hollywood?<br />
Class (there should be that "duhhhhh, it's obvious" feeling): To look at Will Smith!<br />
<br />
If you see how this process could be basically endless based on the needs of particular students, and how the teacher could use it to talk about anything with any level using any grammar under the sun, then you get the point.James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com13tag:blogger.com,1999:blog-5465071542491016903.post-7500028045660733942013-05-20T13:34:00.000-05:002013-05-20T13:34:00.263-05:00Only Give Unannounced AssessmentsThere isn't much point to giving announced quizzes, exams, tests, whatever in foreign language classes. If you are after fluency, you'll agree we should only care about what the students have acquired, not what they've memorized. (The same might be true in other subjects, too, but I won't go there.)<br />
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If you announce that on Friday there will be a test, the students will go home and (if you're lucky) study and memorize. Then on the test they will regurgitate.<br />
<br />
Announcing assessments makes the whole thing about assessments. "We need to prepare for the test next week, that looming, dark thing" or "This will be on the test, so you better pay attention!" Of course assessment are necessary, but don't give them so much attention. Use them as a tool to tell where you're students are at, not as an end in themselves.<br />
<br />
My students know to expect a "quick quiz" at the end of most class periods, but beyond that I try not to advertise assessments. I've heard whispers that we "don't even take tests in that class!" Of course that's ridiculous. My students take a variety of assessments, I just don't tell them that's what they're doing. I might give them questions and say "answer these," or I say "write about this," or maybe "draw pictures of this," all casually so that students simply do the task without really thinking about it as a test.James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com1tag:blogger.com,1999:blog-5465071542491016903.post-33524064728420439572013-05-20T10:32:00.000-05:002013-05-20T10:34:15.627-05:00Observation Guide for Foreign Language ClassroomsBased on the examples of <a href="http://susangrosstprs.com/articles/administrator-checklist.pdf" target="_blank">Susan Gross</a> (.pdf) and <a href="http://www.brycehedstrom.com/wp-content/uploads/2011/09/Checklist-for-Observing-a-FL-Classroom.pdf" target="_blank">Bryce Hedstrom</a> (.pdf), I have created <a href="https://drive.google.com/folderview?id=0B5e9vL24QGJHNHdLdklrU1Y0ZWc&usp=sharing" target="_blank">a guide for observing foreign language classrooms</a>.<br />
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Since so many observation guides are state- or district-mandated, they often lack relevancy for foreign language classrooms. Furthermore, I have made this guide to be applicable to the method of comprehensible input (CI) and Teaching Proficiency through Reading and Storytelling (TPRS). It can be used to supplement any required observation documents.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjq4Oz2OCry5Y8HMCIu_nEguev3CUURHZ9ZabvrVVuTnaY6FpfCWgFPaLkrWmW0TlyjdAcIJfP1lUO_ATJOjbPq4Ls6Wt7Y1gqHSTCdvC-t-qADLEpeWNeQN4FRheTQF1Ew3Pw4ar-W9d8/s1600/Foreign+Language+Observation+Guide+Side+1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjq4Oz2OCry5Y8HMCIu_nEguev3CUURHZ9ZabvrVVuTnaY6FpfCWgFPaLkrWmW0TlyjdAcIJfP1lUO_ATJOjbPq4Ls6Wt7Y1gqHSTCdvC-t-qADLEpeWNeQN4FRheTQF1Ew3Pw4ar-W9d8/s640/Foreign+Language+Observation+Guide+Side+1.png" width="492" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLpE8CmixcrcYfGXENjwtnNX87St0VzfN_3seLlgWqihLdokMI-XrIuBa2Awu8Y7Wa_-2wwwmyp88eBRUD9FFLtfzfR8cI82E5_sMZl0ioA1_f4VxkSwCTdw9Q4pGoitbJqpVyZFEuH_w/s1600/Foreign+Language+Observation+Guide+Side+2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLpE8CmixcrcYfGXENjwtnNX87St0VzfN_3seLlgWqihLdokMI-XrIuBa2Awu8Y7Wa_-2wwwmyp88eBRUD9FFLtfzfR8cI82E5_sMZl0ioA1_f4VxkSwCTdw9Q4pGoitbJqpVyZFEuH_w/s640/Foreign+Language+Observation+Guide+Side+2.png" width="494" /></a></div>
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Next year I will stick a folder to the bulletin board next to the door to my room with a stack of these inside. When an observer comes in they can take a guide and get to work.<br />
<br />
<a href="https://drive.google.com/folderview?id=0B5e9vL24QGJHNHdLdklrU1Y0ZWc&usp=sharing" target="_blank">Download the .pdf files here.</a>James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com0tag:blogger.com,1999:blog-5465071542491016903.post-17799940713914070622013-04-16T09:45:00.000-05:002013-05-16T11:28:37.238-05:00A Look at Jobs in the TPRS Classroom<i><a href="http://www.benslavic.com/" target="_blank">Ben Slavic</a> is a great resource for information about student jobs. This post is largely inspired by his work. If you are serious about using these (and many more) jobs in your classes, you'll all least want to buy <a href="http://www.benslavic.com/tprs-books.html" target="_blank">his books</a> and will probably also want to subscribe to <a href="http://www.benslavic.com/blog/" target="_blank">his online group</a>.</i><br />
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Giving various students jobs to do during class can really help to drive your instruction to another level. It creates a great feeling of teamwork, provides the teacher with great instructional materials, and gives the teacher the opportunity to differentiate. (Yes, I said "great" twice and used a bunch of cliches. I'm trying to brief, y'all!)<br />
<i><br /></i>Check out at what some jobs ended up looking like during two days of a level 1 class earlier this year:<br />
<i><br /></i>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0m6Dw4hS7xCcWyue6dwAV3e-jtZZHR_sfXdNovuHwF8zDXnZVO1cnTX1I9Tyw5q9IbHPJu8D0BRYxMN0krYaMBozFFMguinghNQW5n8YJbggBtwQq7zAPJuV2c39z_L5inKkMad4XUAY/s1600/lookatjobpic3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="224" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj0m6Dw4hS7xCcWyue6dwAV3e-jtZZHR_sfXdNovuHwF8zDXnZVO1cnTX1I9Tyw5q9IbHPJu8D0BRYxMN0krYaMBozFFMguinghNQW5n8YJbggBtwQq7zAPJuV2c39z_L5inKkMad4XUAY/s400/lookatjobpic3.png" width="400" /></a></div>
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<i> </i> </div>
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I consider these jobs the "essential five." Numbers 1, 2, and 3, the red ones, are jobs that should be utilized starting with personalized-question-and-answer and then should continue into the asking of the story. Numbers 4 and 5, the blue ones, are added during the asking of the story.</div>
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The jobs are:</div>
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1) <u>Repetition counters</u>. These students (one for each new structure, so three in the picture above) tally how many times we use the target structures during the class periods. Normally this means how many times the teacher says the word. If you look closely, you'll notice there are two sections for each structure. This is because the rep counters work on both PQA and story days, so there is a total for the PQA day and a different total for the story day.</div>
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2) <u>Quiz writer</u>. This student complies a list of questions that can be answered with "yes" or "no." The questions must be based on what we discuss (during PQA) or the story (during the asking of the story). At the end of class (or to review the next day) the teacher chooses a few of the questions for a quick quiz. You'll notice, again, that there is a line drawn through the middle of the paper separating the PQA-day questions from the story-day questions.</div>
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3) <u>Clacker guy</u>. This student is responsible for "clacking," or making noise with whatever noise maker you prefer, whenever we start slipping into too much English. This keeps us in L2 in a funny way. Of course often times I, the teacher, am clacked more than the students. This is a permanent job done every day.</div>
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4) <u>Story Artist</u>. This job starts during the asking of the story. The student is responsible for listening to the story and drawing pictures of what happens. You can see in the example above that our story included two girls and a cat. It's great having this piece of paper! Just imagine all the opportunities to review the story in later classes, even several months after the story was created. Of course the discussion about the pictures can be entirely in L2, because the students were made so familiar with the relevant structures during PQA and the story.<br />
<br />
5) <u>Story Writer</u>. This job also starts during the asking of the story. The student listens to the story and creates a written version of story. From this student's version I was able to create the extended reading for our reading day. Going back and forth between the student's handwritten paper and the pictures from the Story Artist is another option, all the while discussing and circling everything in L2.</div>
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James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com4tag:blogger.com,1999:blog-5465071542491016903.post-33924546183857272132013-04-03T15:16:00.001-05:002013-04-03T15:29:06.919-05:00Do foreign language students need explicit grammar instruction?Do foreign language students need explicit grammar instruction? Let's see:<br />
<br />
<i>The St. Joseph YMCA and Heartland Health celebrated National Walking Day on Wednesday. The awareness day sponsored by the American Heart Association encouraged people to walk to promote the benefits of exercise. Studies have shown walking can reduce the risk of heart disease, osteoporosis and breast and colon cancers.</i><span class="paragraph-1"></span><br />
-Jennifer Gordon, "Local groups walk for health," <i>St. Joseph News-Press</i>, <a href="http://www.newspressnow.com/news/local_news/article_4de50759-0343-5103-bac3-2bd70d49c3a0.html" target="_blank">link</a><br />
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<i>It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife.</i><br />
-Jane Austen, <i>Pride and Prejudice</i><br />
<br />
<i>It little profits that an idle king,</i><br />
<i>By this still hearth, among these barren crags,</i><br />
<i>Matched with an agèd wife, I mete and dole</i><br />
<i>Unequal laws unto a savage race,</i><br />
<i>That hoard, and sleep, and feed, and know not me.</i><br />
-Tennyson, <i>Ulysses</i><br />
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While you were reading those selections, did the term "direct object" once cross your mind? Some food for thought, I guess.<br />
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Leave a comment below or <a href="https://plus.google.com/u/0/107925807651597438161/posts/VHEu74PyH3j" target="_blank"><b>discuss on Google+</b></a>James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com2tag:blogger.com,1999:blog-5465071542491016903.post-21678053506959188972013-03-25T12:44:00.002-05:002013-03-25T13:07:35.020-05:00Standards-based Grading: The Letter Grade<span style="font-size: small;"><span style="font-family: inherit;"><i>Be sure to read <a href="http://jameshosler.blogspot.com/2013/03/my-foreign-language-standards-friendly.html" target="_blank">Part 1</a> o<span style="font-size: small;">f this three part series first. It <span style="font-size: small;">covers the standards themselves<span style="font-size: small;"> and the tasks for each <span style="font-size: small;">level of each standard.</span></span></span></span></i></span></span> <br />
<br />
<span style="font-size: small;"><span style="font-family: inherit;">In standards-based grading (SBG), there are no points, and since there are no points grades are not based on averages. Therefore a student doesn't earn an A for getting 90% or 94% or whatever% of the points available over the grading period. For the philosophy and arguments behind this position, see an earlier post of mine which points to many other resources: <a href="http://jameshosler.blogspot.com/2012/02/bit-by-sbg-bug.html">http://jameshosler.blogspot.com/2012/02/bit-by-sbg-bug.html</a></span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;"><br /></span></span>
<span style="font-size: small;"><span style="font-family: inherit;">Instead, for each standard students earn some rank 1-4 (or 1-10, or 1-2, or whatever scale the teacher is using) based on their performance against the tasks of the standards. If a student completes the level 2 task of the reading standard, for example, that student advances to level 2 for reading. And so on. In this way students earn some rank 1-4 for each standard throughout the grading period. Of course a student can go down the ranks as well as up, depending on performance. If a student gets to level 3 of the reading standard toward to beginning of the year, but by the end can longer complete the task for level 2, the student would fall to level 1 overall until he or she is able to demonstrate the adequate proficiency.</span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;"><br /></span></span>
<span style="font-size: small;"><span style="font-family: inherit;">So, there are no points or averages. There is only a collection of ranks 1-4 (or whatever scale is used). The teacher needs to turn that into a letter grade. I use a conjunctive system after <a href="http://www.marzanoresearch.com/products/catalog.aspx?product=55" target="_blank">the work of Dr. Robert Marzano</a> and the examples of many others (especially <a href="http://see.ludwig.lajuntaschools.org/" target="_blank">Chris Ludwig</a>).</span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;"><br /></span></span>
<span style="font-size: small;"><span style="font-family: inherit;">Final letter grades are calculated according to the various combinations of ranks. For example, here is how I calculated the overall letter grades in Latin 1 for third quarter this year:</span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;"><br /></span></span>
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<table style="border-collapse: collapse; border: medium none;"><colgroup><col width="112"></col><col width="512"></col></colgroup><tbody>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">You earn the overall grade:</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">If you earn these ranks:</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">A</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-a 4 in at least one standard</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 3</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">B</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-a 3 in at least three standards</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 2</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">C</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">either</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 2</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">or</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any standard</span></span></span></div>
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<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">D</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any two standards</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">F</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any three standards</span></span></span></div>
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</tbody></table>
</div>
<div dir="ltr" id="internal-source-marker_0.18858498670763124" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><b><i><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">“pluses”
and “minuses" can also be given when appropriate, for combinations of
ranks that are “in between” the descriptions above</span></i></b></span></span></div>
<span style="font-size: small;"><span style="font-family: inherit;"><br /></span></span>
<span style="font-size: small;"><span style="font-family: inherit;"><span style="font-size: small;">For progress reports be<span style="font-size: small;">twe<span style="font-size: small;">en <span style="font-size: small;">grading periods<span style="font-size: small;"> <span style="font-size: small;">(</span>my sc<span style="font-size: small;">hool do<span style="font-size: small;">es them at 3 and 6 weeks<span style="font-size: small;">)</span> the <span style="font-size: small;">letter grade scale <span style="font-size: small;">can be easily chang<span style="font-size: small;">ed <span style="font-size: small;">to reflect what standards have been assess<span style="font-size: small;">ed<span style="font-size: small;"> and<span style="font-size: small;"> at what levels they have be<span style="font-size: small;">en assessed. For example, for the f<span style="font-size: small;">irst 3 week progress report of Latin 1, obviously not eve<span style="font-size: small;">ry standard will have been assessed. Perh<span style="font-size: small;">aps only <span style="font-size: small;">interpersonal to level 2 and h<span style="font-size: small;">earing</span> to <span style="font-size: small;">level 2 will have been assessed<span style="font-size: small;">. So you<span style="font-size: small;">r scale will <span style="font-size: small;">say something like "an A is a 2 in both, a B isn't possible, a C is<span style="font-size: small;"> <span style="font-size: small;">a 2 in one standard and a 1 in the other, a D isn<span style="font-size: small;">'t possible, an<span style="font-size: small;">d an F is a 1 in both<span style="font-size: small;">."</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span> <br />
<br />
<span style="font-size: small;"><span style="font-family: inherit;">As the students progress through the years of language study, the requirements for each letter grade can become more rigorous:</span></span><br />
<span style="font-size: small;"><span style="font-family: inherit;"><br /></span></span>
<br />
<div dir="ltr" id="internal-source-marker_0.18858498670763124" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Latin 1, Semesters 1 and 2</span></span></span></div>
<div dir="ltr">
<table style="border-collapse: collapse; border: medium none;"><colgroup><col width="112"></col><col width="512"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">You earn the overall grade:</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">If you earn these ranks:</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">A</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-a 4 in at least one standard</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 3</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">B</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-a 3 in at least three standards</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 2</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">C</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">either</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 2</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">or</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any standard</span></span></span></div>
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<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">D</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any two standards</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">F</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any three standards</span></span></span></div>
</td></tr>
</tbody></table>
</div>
<span style="font-size: small;"><span style="font-family: inherit;"><br /><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></span></span>
<br />
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Latin 2, Semester 1</span></span></span></div>
<div dir="ltr">
<table style="border-collapse: collapse; border: medium none;"><colgroup><col width="112"></col><col width="512"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">You earn the overall grade:</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">If you earn these ranks:</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">A</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-a 4 in at least one standard</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 3</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">B</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-a 3 in at least three standards</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 2</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">C</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">either</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 2</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">or</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any standard</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">D</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any two standards</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">F</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any three standards</span></span></span></div>
</td></tr>
</tbody></table>
</div>
<span style="font-size: small;"><span style="font-family: inherit;"><br /><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></span></span>
<br />
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Latin 2, Semester 2</span></span></span></div>
<div dir="ltr">
<table style="border-collapse: collapse; border: medium none;"><colgroup><col width="112"></col><col width="512"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">You earn the overall grade:</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">If you earn these ranks:</span></span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">A</span></span></span></div>
</td><td style="border: 1px solid rgb(0, 0, 0); padding: 5px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-a 4 in at least two standards</span></span></span></div>
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 3</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">B</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-a 3 in at least three standards</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 2</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">C</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">either</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 2</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">or</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any standard</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">D</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any two standards</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">F</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any three standards</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"><br /></span></span></span></div>
<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></span></span><br />
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Latin 3 and 4, Semesters 1 and 2</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">You earn the overall grade:</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">If you earn these ranks:</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">A</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-a 4 in at least two standards</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 3</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">B</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-a 3 in at least four standards</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 2</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">C</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">either</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-nothing lower than a 2</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: italic; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">or</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any standard</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">D</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any two standards</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">F</span></span></span></div>
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<span style="font-size: small;"><span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">-1 in any three standards </span></span></span></div>
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Leave a comment below or <b><a href="https://plus.google.com/u/0/107925807651597438161/posts/473uXw9yKv8" target="_blank">discuss on Google+</a></b>James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com0tag:blogger.com,1999:blog-5465071542491016903.post-177020500864619422013-03-25T12:06:00.000-05:002013-04-01T15:22:50.847-05:00My Foreign Language Standards, Friendly to Comprehensible Input<i>This is the first post of three on my approach to standards-based grading (SBG) in the "teaching with comprehensible input (TCI) foreign language classroom." <a href="http://jameshosler.blogspot.com/2013/03/standards-based-grading-letter-grade.html" target="_blank">Part 2</a> covers calculating an overall letter grade and Part 3 will cover how SBG helps scheduling and variety in the TCI classroom.</i><br />
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During the past year and a half I have revised the standards for my classes at least two dozen times. Often the revisions were only theoretical and didn't impact my students. I would, however, sneak in whatever revisions I could between quarters and semesters in order to test the waters. After all that I am finally ready to put my name behind a set of standards for all four years of high school foreign language. I am particularly hopeful that the standards and tasks within each standard will mesh with the lessons of Dr. Stephen Krashen and the methods of TCI and Teaching Proficiency through Reading and Storytelling (TPRS). I hope that readers find here a good union between profound assessment (SBG) and profound foreign language pedagogy (TCI).<br />
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The GoogleDoc, which contains all the standards for every year, can be seen here: <a href="https://docs.google.com/document/d/1Xg5gvhLZkbEoYESsbYbhg7NwueO1yQCF5OwVPKaRh2Y/edit?usp=sharing">https://docs.google.com/document/d/1Xg5gvhLZkbEoYESsbYbhg7NwueO1yQCF5OwVPKaRh2Y/edit?usp=sharing</a><i> </i><br />
<i>Note: This is the definitive version and will probably be edited more after this post is published.</i><br />
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<u>Observation 1</u>: <b>Keep it simple!</b><br />
I have observed that, generally speaking, the more standards a teacher has the less room the content has to prosper. Therefore, the fewer standards the better. Keep it simple. With too many standards class quickly feels like a checklist. The point of standards-based grading is to take stress away from assessment so that pedagogy can be the focus. Standards-based grading should make grading easy to do and easy to understand; it should take grading off the table, in a way, by making it unarguably fair and transparent.<br />
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The foreign language teacher has a huge advantage here because language is by its very nature a progressively rigorous, demanding, challenging subject. A standard for "reading," for example, can literally be the same all year, and even across all four years, because the tasks for each level will become more advanced as the reading matter becomes more advanced. And of course the reading matter becomes more advanced in a very slow and natural way as the students learn more of the language and so are able to comprehend more advanced readings. The language provides plenty of depth of rigor; the standards themselves don't need to.<br />
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<u>Observation 2</u>: <b>It's best to make the tasks for each level of each standard really different.</b><br />
For the longest time, level 2 of "reading" for my classes was "able to answer <i><u>Latin</u></i> comprehension question" and level 3 was "able to answer <i><u>English</u></i> comprehension questions." This was a mistake and after a while just felt ridiculous. Questions are questions, and while both Latin and English questions are necessary, both types still display the same kind of knowledge on the student's part. Therefore they should both be on the same level, now level 3, which opened up level 2 for the awesome dynamics provided by textivate.com.<br />
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<u>Observation 3</u>: <b>It's unfair to expect students in lower years to speak or analyze grammar.</b><br />
This isn't so much an observation from my time with standards-based grading as a hard lesson learned. The idea itself, that lower year classes should ideally be comprised entirely of comprehensible input (CI), is nothing new. It is based on current research, especially the work of Dr. Stephen Krashen. Many teachers have adopted a CI approach with excellent results, and my own experiences have only made me more enthusiastic. Therefore you will notice that speaking and grammar do not appear as standards until the third year of language study--they might even be put off longer than that--and when they do the tasks for each level are basic when compared to the unrealistic and unfair expectations of some textbooks. I use the word "unfair" carefully: The research says that it is pointless (at best) and potentially harmful (at worst) to have students speak the target language without first receiving massive amounts of CI. Students learn nothing by producing the language, they merely show what they have acquired. It follows that they need to acquire a good amount before showing what they've got. Then there is grammar, the formal study of which is less and less popular by the day as teachers realize more and more how class time is better spent communicating in comprehensible and compelling ways in the target language. I could go on for a while about this--it is easily the most controversial opinion I've expressed on this blog--but we'll leave it for now.<br />
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<u><b><span style="font-size: large;">Now for a quick look at the standards themselves</span></b></u><br />
<i>Remember you can use the link above to see the latest version on GoogleDocs.</i><br />
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There are five standards in the first two years: 1) Hearing, 2) Reading, 3) Writing, 4) Interpersonal, and 5) Vocabulary. Two more standards are added in years three and four: 6) Speaking and 7) Grammar.<br />
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<span style="font-size: large;"><u>Standard 1: Hearing</u>, <u>Standard 2: Reading</u>, <u>Standard 4: Interpersonal</u>, and <u>Standard 5: Vocabulary</u></span><br />
<i>These are the same for all four years of language study. Remember, it's the language that naturally gets more challenging as time goes on; the standards can stay the same.</i><br />
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">1. Hearing Latin (audire), Latin 1, 2, 3, and 4</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4.0</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In addition to 3.0 content, students will be able to answer English and Latin comprehension questions about passages they hear.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3.0</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In addition to 2.0 content, students will be able to record Latin dictation.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.0</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students will consistently perform well on “quick quizzes”</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1.0</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Little or no ability has been demonstrated.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;"> </span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">2. Reading Latin (legere), Latin 1, 2, 3, and 4</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4.0</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In
addition to 3.0 content, students will be able to translate into
English unseen Latin passages containing familiar vocabulary and
content.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3.0</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In
addition to 2.0 content, students will be able to answer English and
Latin comprehension questions about passages they have read.</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.0</span></span></div>
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<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students will be able to unscramble Latin passages they have read in the style of textivate.com.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Little or no ability has been demonstrated.</span></span></div>
</td></tr>
</tbody></table>
</div>
<br />
<div dir="ltr" id="internal-source-marker_0.7573206787912529" style="margin-bottom: 0pt; margin-top: 0pt;">
<br /></div>
<br />
<br />
<div dir="ltr" id="internal-source-marker_0.7573206787912529" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">4. Interpersonal Communication (a.k.a. “Letting Language In”), Latin 1, 2, 3, and 4</span></span></div>
<br />
<div dir="ltr">
<table style="border-collapse: collapse; border: none;"><colgroup><col width="48"></col><col width="576"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In addition to 3.0 content, students volunteer spontaneous output in Latin.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students
consistently show signs of negotiating meaning when others are
speaking. Signs include: good eye contact, attentive posture,
participating in choral responses, offering answers during stories,
receptive body language, </span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">consistently good performance on “quick quizzes”</span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">, etc.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The
student shows only inconsistent signs of negotiating meaning when
others are speaking. Signs include: frequent cell phone use, side
conversations in English, blurting out in English, poor eye contact,
struggling with sleep, giving only occasional responses and answers,
weak body language, </span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">inconsistent performance on “quick quizzes”</span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">, etc.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">The
student is not attentive to the language during class. Signs include:
sleeping, being constantly distracted, not responding to requests to
improve, never making eye contact, </span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">poor performance on “quick quizzes”</span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">, etc.</span></span></div>
</td></tr>
</tbody></table>
</div>
<span style="font-family: inherit;"><br /></span>
<br />
<div dir="ltr" id="internal-source-marker_0.7573206787912529" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">5. Vocabulary, Latin 1, 2, 3, and 4</span></span></div>
<div dir="ltr">
<table style="border-collapse: collapse; border: none;"><colgroup><col width="47"></col><col width="577"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students will be able to attain level 4 of the Reading Standard (Standard 2) with minimal vocabulary assistance.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students will be able to attain level 3 of the Reading Standard (Standard 2) with minimal vocabulary assistance.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students will be able to attain level 2 of the Reading Standard (Standard 2) with minimal vocabulary assistance.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Little or no ability has been demonstrated.</span></span></div>
</td></tr>
</tbody></table>
</div>
<span style="font-family: inherit;"></span><br />
<div class="separator" style="clear: both; text-align: center;">
</div>
<span style="font-size: large;"><u>Standard 3: Writing</u> is the trickiest because it changes every year:</span><br />
<span style="font-family: inherit;"><br /></span>
<br />
<div dir="ltr" id="internal-source-marker_0.7573206787912529" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">3. Writing Latin (scribere), Latin 1</span></span></div>
<div dir="ltr">
<table style="border-collapse: collapse; border: none;"><colgroup><col width="48"></col><col width="576"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In addition to 3.0 content, students will be able to complete </span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">summarium fabulae</span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> (a summary of a story) grids about Latin stories they have read.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In addition to 2.0 content, students will be able to complete simplified Latin storyboards of Latin passages they have read.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students will be able to complete a 40 word Latin free-write in five minutes about Latin passages they have read.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Little or no ability has been demonstrated.</span></span></div>
</td></tr>
</tbody></table>
</div>
<span style="font-family: inherit;"><br /><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></span>
<br />
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">3. Writing Latin (scribere), Latin 2</span></span></div>
<div dir="ltr">
<table style="border-collapse: collapse; border: none;"><colgroup><col width="48"></col><col width="576"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In addition to 3.0 content, students will be able to complete </span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">summarium fabulae</span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> (a summary of a story) grids about Latin stories they have read.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In addition to 2.0 content, students will be able to complete simplified Latin storyboards of Latin passages they have read.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students will be able to complete a 100 word Latin free-write in ten minutes about Latin passages they have read.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Little or no ability has been demonstrated.</span></span></div>
</td></tr>
</tbody></table>
</div>
<span style="font-family: inherit;"><br /><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></span>
<br />
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">3. Writing Latin (scribere), Latin 3</span></span></div>
<div dir="ltr">
<table style="border-collapse: collapse; border: none;"><colgroup><col width="48"></col><col width="576"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In addition to 3.0 content, students will be able to write descriptions of images using familiar vocabulary.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In addition to 2.0 content, students will be able to complete </span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">summarium fabulae</span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> (a summary of a story) grids about Latin stories they have read.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students will be able to complete simplified Latin storyboards of Latin passages they have read.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Little or no ability has been demonstrated.</span></span></div>
</td></tr>
</tbody></table>
</div>
<span style="font-family: inherit;"><br /><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"></span></span>
<br />
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">3. Writing Latin (scribere), Latin 4</span></span></div>
<div dir="ltr">
<table style="border-collapse: collapse; border: none;"><colgroup><col width="48"></col><col width="576"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In addition to 3.0 content, students will be able to write stories about images using familiar vocabulary.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In addition to 2.0 content, students will be able to complete </span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">summarium fabulae</span><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;"> (a summary of a story) grids about Latin stories they have read.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students will be able to complete simplified Latin storyboards of Latin passages they have read.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Little or no ability has been demonstrated.</span></span></div>
</td></tr>
</tbody></table>
</div>
<div class="separator" style="clear: both; text-align: left;">
<br /></div>
<span style="font-size: large;"><u>Standard 6: Speaking</u> and <u>Standard 7: Grammar</u></span><br />
<i>These are introduced in years 3 and 4. If you are more of a hippie than me, you can hold them off until even later.</i><br />
<span style="font-family: inherit;"><i><br /></i></span>
<br />
<div dir="ltr" id="internal-source-marker_0.7573206787912529" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">6. Speaking Latin (dicere), Latin 3</span></span></div>
<div dir="ltr">
<table style="border-collapse: collapse; border: none;"><colgroup><col width="48"></col><col width="576"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In
addition to 3.0 content, students will be able to tell aloud in Latin a
summary of Latin passages they have read and/or heard.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In
addition to 2.0 content, students will be able to answer aloud Latin
comprehension questions about passages they have read and/or heard.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students will be able to pronounce Latin passages with appropriate inflection and expression.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Little or no ability has been demonstrated.</span></span></div>
</td></tr>
</tbody></table>
</div>
<span style="font-family: inherit;"><br /><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;"></span></span>
<br />
<div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">6. Speaking Latin (dicere), Latin 4</span></span></div>
<div dir="ltr">
<table style="border-collapse: collapse; border: none;"><colgroup><col width="48"></col><col width="576"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In
addition to 3.0 content, students will be able to tell aloud in Latin
unrehearsed descriptions of images using familiar vocabulary.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In
addition to 2.0 content, students will be able to tell aloud in Latin a
summary of Latin passages they have read and/or heard.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students will be able to answer aloud Latin comprehension questions about passages they have read and/or heard.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Little or no ability has been demonstrated.</span></span></div>
</td></tr>
</tbody></table>
</div>
<br />
<span style="font-family: inherit;"><br /></span>
<br />
<div dir="ltr" id="internal-source-marker_0.7573206787912529" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: bold; text-decoration: none; vertical-align: baseline;">7. Grammar (grammatica) Latin 3 and 4</span></span></div>
<div dir="ltr">
<table style="border-collapse: collapse; border: none;"><colgroup><col width="47"></col><col width="577"></col></colgroup><tbody>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">4.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In addition to 3.0 content, students will be able to identify and correct grammar mistakes.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">3.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">In
addition to 2.0 content, students will be able to select the correct
form of words to complete Latin sentences based on grammar.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">2.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Students will be able to select the correct English translation of Latin words based on grammar.</span></span></div>
</td></tr>
<tr style="height: 0px;"><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">1.0</span></span></div>
</td><td style="border: 1px solid #000000; padding: 7px 7px 7px 7px; vertical-align: top;"><div dir="ltr" style="margin-bottom: 0pt; margin-top: 0pt;">
<span style="font-family: inherit;"><span style="background-color: transparent; color: black; font-size: 16px; font-style: normal; font-variant: normal; font-weight: normal; text-decoration: none; vertical-align: baseline;">Little or no ability has been demonstrated.</span></span></div>
</td></tr>
</tbody></table>
</div>
<br />
<br />
<span style="font-size: large;">A <span style="font-size: large;">W</span>ord on ACTFL</span><br />
<div dir="ltr" id="internal-source-marker_0.38119093461727827" style="margin-bottom: 0pt; margin-top: 0pt;">
These standards align completely with <a href="http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-descriptors-language-learners" target="_blank">the three modes of communication</a> set forth by the American Council on the Teaching of Foreign Languages.<span style="font-family: inherit;"></span><span style="font-family: inherit;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"> </span></span></span></div>
<ul>
<li><span style="font-family: inherit;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"><u>Interpretive</u>: Standard 1, Hearing and Standard 2, Readin<span style="font-size: small;">g</span></span></span></span></li>
<li><span style="font-family: inherit;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"><u>Interpersonal</u>:<span style="font-size: small;"> Standard 4<span style="font-size: small;">, Interpe<span style="font-size: small;">rsonal</span></span></span></span></span></span></li>
<li><span style="font-family: inherit;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"><u>Presentational</u>: Standard 3, Wr<span style="font-size: small;">iting, and Standard 6: Speaking</span></span></span></span></li>
</ul>
<span style="font-family: inherit;"><span style="font-size: small;"><span style="background-color: transparent; color: black; font-style: normal; font-variant: normal; text-decoration: none; vertical-align: baseline;"><span style="font-size: small;"> <span style="font-size: small;">Leave a comment below or <a href="https://plus.google.com/u/0/107925807651597438161/posts/YmioJoz8kAm" target="_blank"><b>discuss on Google+</b></a></span> </span></span></span></span><br />
<ul>
</ul>
James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com12tag:blogger.com,1999:blog-5465071542491016903.post-11616055558068315192013-02-19T12:17:00.001-06:002013-08-28T11:09:25.767-05:00One C Through the Other Four?The <a href="http://www.actfl.org/advocacy/discover-languages/advocacy/discover-languages/advocacy/discover-languages/resources-1?pageid=3392" target="_blank">National Standards for Foreign Language Education</a>, along with <a href="http://www.camws.org/cpl/educators/standards.pdf" target="_blank">the corresponding version for Latin and Greek</a> (opens a .pdf), have always seemed a bit strange to me. They are built around the "Five Cs": Communication, Cultures, Connections, Comparisons, and Communities. Listing these five areas together can mislead one to think that they are all equal in the foreign language classroom.<br />
<br />
Today in professional development, however, it clicked for me how to picture the alignment between these 5 Cs and the more recent work from ACTFL on <a href="http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-descriptors-language-learners" target="_blank">the three modes of communication</a>. I like this graphic, which we discussed this morning and which I subsequently pulled from <a href="http://www.carla.umn.edu/assessment/vac/WhatAssessing/p_2.html" target="_blank">a page on the University of Minnesota's website</a>, as a way to show how communication should have the primary role in learning a second language:<br />
<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhAtkLUU0HEXwjdeTXWMkX6-YzZ_WPI-BMNowJcx9mZ-eVABG6CY5XyKfRcsLRi4lqz_nufPBXJhwYM6-w4epMvYgd7q-DEJxK-U9-bhvMlqNb30mTdX2O4hq0Uu09LYLkCfXspWWgrFM/s1600/NAEP.gif" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjhAtkLUU0HEXwjdeTXWMkX6-YzZ_WPI-BMNowJcx9mZ-eVABG6CY5XyKfRcsLRi4lqz_nufPBXJhwYM6-w4epMvYgd7q-DEJxK-U9-bhvMlqNb30mTdX2O4hq0Uu09LYLkCfXspWWgrFM/s1600/NAEP.gif" /></a></div>
<div style="text-align: center;">
<i>Technically it is a graphic representation of <a href="http://nces.ed.gov/nationsreportcard/foreignlang/" target="_blank">the foreign language assessment framework</a> from the National Association of Educational Progress.</i></div>
<br />
Note how communication is central, which corresponds with <a href="http://www.actfl.org/news/position-statements/use-the-target-language-the-classroom-0" target="_blank">ACTFL's own "90% Use Statement."</a><br />
<br />
You engage in communication by way of the three modes--interpretive, interpersonal, and presentational.<br />
<br />
We can then take the inner circle--the "four skills" of listening, reading, speaking, and writing--as the source for the specific "I can" statements that make up our performance expectations.<br />
<br />
The outer circle is where it gets a little trickier. Without an understanding of the three modes and the 90% Use Statement, one might be tempted to make the same mistake I have made so many times before, that is, assuming that activities about Cultures, Connections, Comparisons, and Communities can (and maybe even "should" or "may") happen without Communication, that is, that they can be developed and presented in L1. Doing so kills the goal of getting to 90% in the target language, and turns our foreign language classes into something more like social studies classes.<br />
<br />
<span style="font-size: large;">My conclusion: </span>Communication in L2 is the primary goal, so we should use the four other Cs as the <i><b>subject matter</b></i> of the communication. <i>(The outer circle in the above graphic can rotate. The presentational mode, for example, is not locked up only with Cultures; the presentation can be about any of the four "little Cs," but must of course include a lot of L2 Communication.)</i><br />
<br />
As a side note, the three steps of TPRS (Teaching Proficiency through Reading and Storytelling) line up nicely with this view. 1) PQA (Personalized Question-and-Answer) and 2) story-asking opens up opportunities for Comparisons and Connections, while the final step of 3) reading lets the class experience Cultures by means of carefully chosen and culturally-rich readings.<br />
<br />
Leave a comment below or <a href="https://plus.google.com/u/0/107925807651597438161/posts/329QeEcH6MW" target="_blank"><b>discuss on Google+</b></a>.James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com1tag:blogger.com,1999:blog-5465071542491016903.post-81381371150018772442013-02-15T15:02:00.000-06:002013-02-15T15:04:43.262-06:00Uses of Textivate.com in Foreign Language ClassroomsI was recently sold on <a href="http://textivate.com/" target="_blank">textivate.com</a> by the members of <a href="http://www.benslavic.com/blog/" target="_blank">Ben Slavic's wonderful community</a>. I have used it a few times now and have started trying to figure out how the different functions line up with the various goals of language learning. Here's where I'm at so far:<br />
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Section A, <span style="color: red;"><b>the red section</b></span>, lets you scramble a text for students to un-scramble. In my view this lines up with <i><b>reading</b></i>, because it forces the students to re-read the text and then make the changes necessary for comprehension. I have used the activities in this section several times now in a whole-class setting with only one computer and a projector. You can do a few paragraphs together as a class and then have the students complete one or two sections individually on their own paper.<br />
<br />
Section B, <b><span style="color: blue;">the blue section</span></b>, also lines up with <i><b>reading</b></i>, but is more interactive. The students will get the most out of the activities if they themselves are able to use the computer and click around. I can imagine this being a very good use of some time in a computer/language lab.<br />
<br />
Section C, <span style="color: lime;"><b>the green section</b></span>, seems to line up most with <i><b>writing</b></i>. Each activity is essentially a "guided-writing" activity. (Like in Section A, the students can use their own paper.) The students get some help, but most of the spelling and grammar will be up to them to supply. This is especially true in languages like Latin, Spanish, German, etc. where the words change a bunch based on grammar. For example, if the last three letters of a Latin verb are missing, the student must make the choice <i>as an author</i> whether they should be <b>-bat</b> or <b>-vit</b> or whatever else based on the context. This all feels a lot like that power-house activity known as "dictation," but based on reading instead of listening.<br />
<br />
Post a comment below or <a href="https://plus.google.com/u/0/107925807651597438161/posts/UEJ1JmfwGrr" target="_blank"><b>discuss on Google+</b></a>.James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com0tag:blogger.com,1999:blog-5465071542491016903.post-37079392569817677392013-02-11T13:47:00.001-06:002013-02-11T13:49:35.256-06:00TPRS Script: Wants to Look AtHere is another simple TPRS script that I have been working with recently in all my classes. It lines up well with the "celebrity crush" part of <a href="http://www.benslavic.com/Posters/circling-with-balls-template-side-b.pdf" target="_blank">Ben's questionnaire</a> (opens a .pdf). The kids mostly loved the PQA and the resulting story.<br />
<br />
<span style="font-size: large;">The English version:</span><br />
<br />
<u>Wants to look at</u><br />
<ul>
<li>likes/loves</li>
<li>wants to look at</li>
<li>therefore (note: circle "because")</li>
</ul>
_ loves _. _ wants to look at _, but _ doesn't see _ in the house. Therefore, _ hurries to _.<br />
In the street, _ sees _. _ doesn't like _. _ doesn't want to look at _, because _ is afraid of _. Therefore _ runs away terrified.<br />
In/at _, _ sees _! _ loves _. Therefore, _ looks at _. But _ doesn't like _. _ doesn't want to look at _. Therefore, _ runs away.<br />
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<span style="font-size: large;">The Latin version:</span><br />
<br />
<u>spectare vult</u> <br />
<ul>
<li>amat</li>
<li>spectare vult</li>
<li>igitur (note: circle "quod")</li>
</ul>
_ _ amat. _ _ spectare vult, sed _ _ in villa non videt. igitur _ ad _ contendit.<br />
_ _ in via videt. _ _ non amat. _ _ spectare non vult, quod _ _ timet. igitur _ fugit perterritus/-a.<br />
_ _ in _ videt! _ _ amat. igitur _ _ spectat. sed _ _ non amat. _ _ spectare non vult. igitur _ fugit.<br />
<br />
Leave a comment below or <a href="https://plus.google.com/u/0/107925807651597438161/posts/QeRmdsbPKJS" target="_blank"><b>discuss on Google+</b></a>.James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com0tag:blogger.com,1999:blog-5465071542491016903.post-82887117104332296842013-01-28T13:01:00.000-06:002013-01-28T13:06:43.148-06:00TPRS Script: Kills and Eats<style>
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</style> Here is a simple TPRS script I am trying out this week with a few classes. It lines up really well with a few of the questions of <a href="http://www.benslavic.com/circling-with-balls.html" target="_blank">Ben Slavic's questionnaire</a>.<br />
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<br /></div>
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In PQA you can talk about what kids like, then eventually what foods kids like. To circle "walking through _____," we looked at what were favorite stores and whether students were happy or sad "walking through American Eagle," for example. I wrote the script specifically with a student who likes hunting in mind, but at the very least you can transition to the story by talking about the difference between buying food in a favorite store and killing it yourself on a hunting trip.<br />
<br />
Remember, of course, that the blanks (_____) are filled in with the personalized details of your particular class. You'll need somebody to go hunting, what s/he wants to eat, what s/he sees at the first location, etc. Decide all of those details with the class as they create the story with you. </div>
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<br /></div>
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<span style="font-size: large;">The English version:</span></div>
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<br /></div>
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<u>Kills and Eats</u></div>
<div class="MsoNormal">
-wants to eat</div>
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-walking through the <u>kitchen</u> (or whatever)</div>
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-kills</div>
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<br /></div>
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_____ wants to eat _____. _____, walking through the
kitchen, doesn't see _____. Now _____ wants to kill _____ and eat _____. _____
goes to _____.</div>
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<span style="mso-tab-count: 1;"> </span>_____,
walking through _____, sees _____. But _____ doesn't want to eat _____. _____
doesn't kill _____. _____ goes home sadly.</div>
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<span style="mso-tab-count: 1;"> </span>_____,
walking through the street, sees _____! _____ wants to eat _____. _____ kills _____
with _____. _____.</div>
<br />
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<br />
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<span style="font-size: large;">The Latin version:</span></div>
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<br /></div>
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<u>necat et edit</u></div>
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-edere vult</div>
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-per <u>culinam</u> ambulans</div>
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-necat</div>
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<br /></div>
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_____ _____ edere vult. _____, per culinam ambulans, _____
non videt. nunc _____ _____ necare vult et _____ edere vult. _____ ad _____
procedit.</div>
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<span style="mso-tab-count: 1;"> </span>_____,
per _____ ambulans, _____ videt. sed _____ _____ edere non vult. _____ _____
non necat. _____ ad villam procedit tristis.</div>
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<span style="mso-tab-count: 1;"> </span>_____,
per viam ambulans, _____ videt! _____ _____ edere vult. _____ _____ _____ necat.
_____.</div>
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Leave a comment below or <a href="https://plus.google.com/u/0/107925807651597438161/posts/YgaaMKfVw4g" target="_blank"><b>discuss on Google+</b></a>. </div>
James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com2tag:blogger.com,1999:blog-5465071542491016903.post-14453103408357134982013-01-20T11:45:00.001-06:002013-01-20T11:48:13.131-06:00Latinizing Student NamesMost students don't care what the Latin form of their name is, and to be honest I have to jump through several online hoops to find out myself. If somebody called "<b>Iacobus</b>" in a grocery store, I wouldn't even think to turn. I have no connection to that word. Imagine how my students would feel!<br />
<br />
To help the students engage the Latin (and, ultimately, to make the input more comprehensible and feel more personalized) I treat most names like third declension nouns.<br />
<br />
I follow two rules when declining a name as a third declension noun:<br />
<br />
1) If the name ends with a vowel or vowel sound, I add an <b>-n-</b> before the ending<br />
<ul>
<li><b>Archie,</b> (gen, sg.) <b>Archienis</b> (note: when pronouncing in Latin, you'll notice naturally that a silent <b>-e</b> ending will make a sound before the <b>-n-</b>; thus <b>Ar-chi-en-is </b>has four syllables)</li>
</ul>
2) If a name ends with a consonant, I just add the ending<br />
<ul>
<li> <b>Jackson, </b>(gen., sg.) <b>Jacksonis</b></li>
</ul>
Now lots of random examples:<br />
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<ul>
<li><b>Ryan,</b> (gen., sg.) <b>Ryanis</b></li>
<li><b>Louis, Louisis</b></li>
<li><b>Willie, Willienis</b> (Wil-li-en-is)</li>
<li><b>Joann, Joannis</b></li>
<li><b>Ethel, Ethelis</b></li>
<li><b>Miriam, Miriamis</b></li>
<li><b>John, Johnis</b></li>
<li><b>Arthur, Arthuris</b></li>
<li><b>Ronald, Ronaldis</b></li>
<li><b>Andrew, Andrewis</b></li>
<li><b>Howard, Howardis</b></li>
<li><b>Brandy, Brandynis</b></li>
<li><b>Richard, Richardis</b></li>
<li><b>Jack, Jackis</b></li>
<li><b>Denise, Denisenis</b> (De-nis-en-is)</li>
<li><b>Lawrence, Lawrencenis</b> (Law-ren-cen-is)</li>
<li><b>Phyllis, Phyllisis</b></li>
<li><b>Fred, Fredis</b></li>
<li><b>Paul, Paulis</b></li>
<li><b>Robert, Robertis</b></li>
<li><b>Dennis, Dennisis</b></li>
<li><b>George, Georgenis </b>(Ge-or-gen-is)</li>
<li><b>Misty, Mistynis</b></li>
</ul>
The only exceptions are those names which end with <b>-a</b> or <b>-us</b> and can therefore be treated like first or second declension nouns. For example:<br />
<ul>
<li><b>Ana,</b> (gen., sg.) <b>Anae</b></li>
<li><b>Maximus, Maximi</b></li>
</ul>
Often times the students will laugh at how their names sound in different cases. Of course this is great because they are noticing the endings.<br />
<br />
Leave a comment below or <a href="https://plus.google.com/u/0/107925807651597438161/posts/N7gnt838DB9" target="_blank"><b>discuss on Google+</b></a>.James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com0tag:blogger.com,1999:blog-5465071542491016903.post-65345863068318567492013-01-15T15:29:00.001-06:002013-01-31T10:55:11.547-06:00Sample Latin 3 PQA (January 15, 2013)<i>Inspired by <a href="http://pomegranatebeginnings.blogspot.com/2013/01/my-date-with-casie-part-ii.html" target="_blank">the efforts</a> of <a href="https://twitter.com/rachelcinis" target="_blank">Rachel Ash</a>, I offer this video.</i><br />
<br />
Below you'll find a video of my Latin 3 class and I running through some PQA (Personalized Question and Answer). The target structures were<b>:</b><br />
<ul>
<li><b>donum miserat</b>, <i>had sent a gift</i></li>
<li><b>aperire non vult</b>, <i>does not want to open</i></li>
<li><b>timet</b>, <i>fears, is afraid of</i></li>
</ul>
These structures ultimately lead to the story "Afraid of the Package" in <a href="http://www.benslavic.com/story-scripts-volume-1.html" target="_blank">Anne Matava's first volume of story scripts</a>.<br />
<br />
This is my first year of using TPRS (Teaching Proficiency through Reading and Storytelling), but these Latin 3 students have been with me for the past two years. Therefore they have only had one semester of TPRS and CI (Comprehensible Input). Nevertheless we are comfortable exploring the new method and they have taken to it like fish to water. You might notice that the structures and conversation are very basic for a third year class, but that's just where we are at. At least everyone understands everything.<br />
<br />
One sad thing before you watch: I wish I had read <a href="http://www.videomaker.com/article/14657" target="_blank">this review</a> before class because I learned only after-the-fact that <a href="http://www.amazon.com/Sony-Bloggie-Touch-Camera-4-Hour/dp/B0043CVH2Q/ref=sr_1_2?ie=UTF8&qid=1358276263&sr=8-2&keywords=sony+bloggie" target="_blank">the camera I used</a> records for a mere 25-30 minutes at a time. It cuts off right in the middle of things--right before we begin on <b>aperire non vult</b>, I think--but hopefully it gives you something useful anyway. And hopefully it gives you something to critique as well!<br />
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<iframe allowfullscreen="allowfullscreen" frameborder="0" height="281" src="http://www.youtube.com/embed/AeiEGTh-y8A" width="500"></iframe>
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Note: On the wall you might be able to see I have taped up various question words and their translations. I point to these with a laser pointer during the PQA. Also, On the board before class I wrote the target structures with their translations, and throughout the PQA I write various phrases with translations on the board. Oh, and a GoogleDoc of the daily agenda (accessible for parents, admins, and absent students whenever via the class website) goes over the projector at the beginning of every class, to help up walk through quickly what we'll do and how each activity lines up with our various standards. I'm sorry that the quality of the video might inhibit your view of everything that's going on.<br />
<br />
Leave a comment below or <a href="https://plus.google.com/u/0/107925807651597438161/posts/A6zyzrvPgSW" target="_blank"><b>discuss on Google </b><b>+</b>.</a>James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com2tag:blogger.com,1999:blog-5465071542491016903.post-16416715633330446962012-12-22T15:34:00.001-06:002012-12-31T18:36:55.429-06:00ACTFL Lowers the Bar (in a good way)I spent a bit of this morning reading through <a href="http://www.actfl.org/publications/guidelines-and-manuals/actfl-performance-descriptors-language-learners" target="_blank">ACTFL's Performance Descriptors for Language Learners</a>. Despite some red flags, such as the assumption that output should be a part of language learning from the earliest stages and the <i>special</i> nod to the <i>special</i> classical languages, the document has a lot to offer. More than its sister, anyway, describing <a href="http://www.actfl.org/advocacy/discover-languages/advocacy/discover-languages/advocacy/discover-languages/resources-1?pageid=3392" target="_blank">the standards themselves</a>.<br />
<br />
The part I liked the most was the attempt to correct the all-to-common misunderstanding that "after four years of foreign language study in high school you should pretty much be able to be a spy."<br />
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For a snapshot, see pages 12:<br />
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and 13:<br />
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The last picture is pure gold. If you start learning a language in grade 9, your high school career won't even get you close to the "advanced" range. It's not supposed to, it's impossible, and there's no shame in that for students or teachers. So, in a good way, ACTFL lowers the bar, or rather acknowledges that the correct height is much lower than some would have it.<br />
<br />
Leave a comment below or <a href="https://plus.google.com/u/0/107925807651597438161/posts/VXeqEKe5tiD" target="_blank"><b>discuss on Google +</b></a>. James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com0tag:blogger.com,1999:blog-5465071542491016903.post-86291092457468677892012-11-23T17:42:00.000-06:002012-11-27T13:32:43.925-06:00Making PowerSchool Do Standards-Based Grading<i>A personal opinion: I believe in making things as simple as possible. If a district has purchased a system to report grades, then teachers should try as much as possible to make that system work for them. If parents and students have the habit of using a particular system to check grades, the teacher should not try to form new habits unless absolutely necessary. If the teacher must enter grades into the district system, why would the teacher want to use more time entering the same information in a different system? I know there are grading systems specifically for standards-based grading, such as <a href="http://main.blueharvestfeedback.com/" target="_blank">BlueHarvest</a> and <a href="http://activegrade.com/" target="_blank">ActiveGrade</a>, and that the <a href="http://see.ludwig.lajuntaschools.org/?p=420" target="_blank">truly bright</a> create their own using GoogleDocs, but I guess all that stuff is just too complicated for a dope like me.</i><br />
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<i>A technical note: I use a conjunctive-based system of standards-based grading (<a href="https://docs.google.com/document/d/1BQ_X97toeisz-DKdM8IMV53WVJzp9VzkoKaf0VGpt1Y/edit?hl=en_US" target="_blank">inspired</a> by <a href="http://see.ludwig.lajuntaschools.org/" target="_blank">Chris Ludwig</a>) wherein each standard has a 0-4 rubric (<a href="http://www.marzanoresearch.com/products/catalog.aspx?product=55" target="_blank">inspired</a> by Marzano) and students work to advance up the rubrics. What I write here is specific to my particular system, but the basic technique of making assessments and overall standards "not a part of the final grade" should be useful to teachers using different flavors of standards-based grading. </i><br />
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My gradebook has three sections. It looks like this:<br />
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<u>Section 1: Individual Assessments</u></div>
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These are all the pieces of evidence you collect throughout the year to determine what your students know and are able to do against your standards. Each one will of course be aligned with a specific standard. If you look close you can see that each of my assessments begins with an S (for standard) and L (for level; 2, 3, or 4 according to a rubric). So "S4-L3 tumultus dictation" was an assessment for the third level of standard 4. If an individual project or exam addresses more than one standard, then that project or exam should be listed multiple times (for example, S2-L2 Final Exam as one entry and S4-L3 Final Exam as another). Make sure when you create the assignment in PowerSchool that you un-check "include in final grade":</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1MO9gDD_H2RZ5wBaLomwzKoS8nBu8gQfGZSL8o6Z45qKgNHkhMD3-X3_W0ewRFiW8yLyyZ_Mmrw1NFK8Ffbq6Y47HLVtzwH0U0YqCp9SIlY5_gKC66j9e7gSomrlGddaGGoc8LI3p85M/s1600/uncheckinclude.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="137" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1MO9gDD_H2RZ5wBaLomwzKoS8nBu8gQfGZSL8o6Z45qKgNHkhMD3-X3_W0ewRFiW8yLyyZ_Mmrw1NFK8Ffbq6Y47HLVtzwH0U0YqCp9SIlY5_gKC66j9e7gSomrlGddaGGoc8LI3p85M/s400/uncheckinclude.jpg" width="400" /></a></div>
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<u>Section 2: Overall Standards</u></div>
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Each of the individual assessments gives you evidence to determine what level each student is at for each standard. If Jill did well on that S4-L3 assessment, then you know she is at level 3 for standard 4. For standard 4, then, her overall standard 4 rank in "section 2" is a 3. If earlier in the quarter she was really weak on standard 4, you of course do not let earlier attempts average into her overall rank for standard 4. She is at an even 3 overall because she has shown you she can do all the content for standard 4, level 3 on the most recent S4-L3 assessment. All of the individual assessments throughout the grading period effect the overall ranks in this way, making them go up or down depending on whether the students have demonstrated mastery, improvement, regression, or whatever else. Make sure that the "assignment" entries for these overall standards are not included in the final grade either.</div>
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<u>Section 3: Overall Letter Grades</u></div>
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This is the only column that I "include in final grade." Since I use conjunctive grading, Jill's final letter grade depends on the combination of ranks she has earned:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-RxKg2fduAo2PLBWLxPsOEIv4YdHTy4pf_6M3WQt-lbUhhBoW1pqB-T1w5KyfJ1Y0_Zyf0_QIhe2Ru-ngFEJPwAYWv-EBwdHBlXcG4oH5yOtqEWgP-7EUqPPBn0NowRDjyLrR6TB2C0k/s1600/conjunctivesample.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh-RxKg2fduAo2PLBWLxPsOEIv4YdHTy4pf_6M3WQt-lbUhhBoW1pqB-T1w5KyfJ1Y0_Zyf0_QIhe2Ru-ngFEJPwAYWv-EBwdHBlXcG4oH5yOtqEWgP-7EUqPPBn0NowRDjyLrR6TB2C0k/s400/conjunctivesample.jpg" width="400" /></a></div>
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<i>(The first image doesn't line up exactly with this vanilla example.)</i></div>
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So I enter a 100 for an A, an 85 for a B, and so on, based on how well Jill has done across all the standards.</div>
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<u><span style="font-size: large;">What about reassessments?</span></u></div>
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I record teacher-initiated reassessments given to the whole class as normal assessments in "section 1." Student-initiated reassessments, or any other demonstrations of ability done on an individual basis, are recorded as comments to the corresponding overall rank in "section 2."</div>
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<u><span style="font-size: large;">What about the semester grade?</span></u></div>
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I don't average quarter 1 with quarter 2 to arrive at the semester grade. (What happens if a student masters a standard only by the end of the second quarter?) Instead, I treat the semester as one long grading period. To get PowerSchool ignore the quarter 1 grade, click on "grade setup":</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHmGgzEoBYN4ryK40V7Nw59mxhKuvJLyd8T8WAioiu823QMefpqEMSJL7fYcnDXJeY3144-6Qu-jZ_7y9PmpjLnIeW6FQ3lNE9obbFfGYUSs-L0aaPGVR11B6hWHwWYHkuE4kpZqkszB0/s1600/clickgradesetup.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="94" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgHmGgzEoBYN4ryK40V7Nw59mxhKuvJLyd8T8WAioiu823QMefpqEMSJL7fYcnDXJeY3144-6Qu-jZ_7y9PmpjLnIeW6FQ3lNE9obbFfGYUSs-L0aaPGVR11B6hWHwWYHkuE4kpZqkszB0/s320/clickgradesetup.jpg" width="320" /></a></div>
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Then click the small arrow next to "semester 1" (S1):</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKZJyXqVvb16Mr_RPxqGvPNknX_sJ8N2OQR1qj1muWONMBwC0vZL1Pms1VGZmAXmwveLM4nzRilkxlETl3lFtGf50Iwa65Hi_HNI7m3u6L97skg8A2F7lToqquxvcMAAYSIirnkcDY6fQ/s1600/clickarrowS1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKZJyXqVvb16Mr_RPxqGvPNknX_sJ8N2OQR1qj1muWONMBwC0vZL1Pms1VGZmAXmwveLM4nzRilkxlETl3lFtGf50Iwa65Hi_HNI7m3u6L97skg8A2F7lToqquxvcMAAYSIirnkcDY6fQ/s1600/clickarrowS1.jpg" /></a></div>
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Turn on "term weights" and set "quarter 2" (Q2) to 100%.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqZWpNxFffNzDmPzL97oUf4kFyayluSH1KOzyLUfhQWq_6m8OAZtQ4jBtICKBDx8JDixwy_y_F7W9R7TxVTRQGzNEF0XXBAgaeRKcFq3tfBe5sXQCn8Pyg5OueFlDsu1t-CrbwZA_pb1k/s1600/s1setup.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="187" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqZWpNxFffNzDmPzL97oUf4kFyayluSH1KOzyLUfhQWq_6m8OAZtQ4jBtICKBDx8JDixwy_y_F7W9R7TxVTRQGzNEF0XXBAgaeRKcFq3tfBe5sXQCn8Pyg5OueFlDsu1t-CrbwZA_pb1k/s400/s1setup.jpg" width="400" /></a></div>
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This will make the first semester grade depend entirely on what you enter as the "overall letter grade" for quarter 2, allowing students to make improvements on any standard at any time throughout the semester and get their due reward.</div>
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You can leave a comment below or <a href="https://plus.google.com/u/0/107925807651597438161/posts/bKoj6aw1dna" target="_blank"><b>discuss on Google+</b></a>.</div>
James Hoslerhttp://www.blogger.com/profile/13305950241946956572noreply@blogger.com0