Focusing Assessment on Language Performance Laura Terrill Independent Consultant ACTFL, 2012 Part 1

Focusing Assessment on Language Performance

Laura TerrillIndependent Consultant

ACTFL , 2012

Part 1

Laura Terrill, ACTFL 2012

“To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you are going so that you better understand where you are now so that the steps you take are always in the right direction.”

Stephen Covey


Agenda


Ask Why Before How?

Asking why helps you to think about all the reasons for decisions. It helps you to

open your mind to possibilities and opportunities.

Thinking for a ChangeJohn C. Maxwell


what occurs outside the head.

Teaching is ……

Ruby Payne


what occurs inside the head.

Learning is ……

Ruby Payne

image: artsjournal.com





Products – Practices – Perspectives Nature of Language

Reinforce and further knowledge of other disciplines

Life-long learningConcept of Culture

Beyond the school settingAcquire information and distinctive viewpointsInterpretive — Interpersonal — Presentational


1. Start with the vocabulary and grammatical structures.

2. Practice. Drill and kill.

3. Quiz.

4. Practice more.

5. Introduce culture.

6. Give chapter test.

Traditional planning design:

P. Sandrock


1. Identify desired results

2. Determine acceptable evidence of learning

3. Plan learning experiences & instruction

Backward Design requires you to:




Transitioning from the Textbook

Textbook Topic Revised Theme/Topic

Food

Airplane / Hotel Travel

Daily Routine/Health

Celebrations

House/chores

Restaurant

????????

Food and Hunger

Explorations

Our Emotional Selves

Rites of Passage

Pursuit of Health and Happiness

The Art of Food


Transitioning from the TextbookRevised Theme/Topic Essential Question

Food and Hunger Why does hunger exist?

Explorations Why does man explore?

Pursuit of Health and Happiness

What impacts quality of life?

Our Emotional SelvesWhat causes emotional reaction?

Rites of Passage What does it mean to be responsible?

The Art of FoodWhat role does food play in a culture?

??????


Global CitizenshipConsumerism/

StereotypesAll Work and No

PlayBasic greetings, names, age, etc. City, country, nationalityFriends, family, petsHeritage/family ancestryCommunity membersPopulation numbers“Alter Ego”

clothing – where madephysical identitywants/needs/shoppingmoney

activitiesmaking planscalendarentertainmentcelebrationstime

Leadership Managing Stress Travelschool, educationliteracyleadership traits,current/future leaderspersonalityclothing – dress the part

food/healthsupport – friends, familyCelebrationshome vs housework vs. vacationmulti-tasking

vacationseasons/monthsTransportationcarbon footprintfood/allergies

Level 1


Chocolate



Friendship


4 Key Elements for Thematic Focus•Cognitively engaging•Intrinsically interesting•Culturally connected1

and •Communicatively purposeful2

1 Helena Curtain2 Donna Clementi and Paul Sandrock

Create a Rich and Engaging Thematic Focus

Pages 14 - 16

For more information….

What unit topic would you like to develop today? What is your essential question?



Global Challenges: Food and HungerStudents will consider personal connections with food. They will consider the type of food that they and others eat and will indicate their likes and dislikes. They will be able to say why they eat/don’t eat certain foods, describing their tastes and commenting on how healthy or unhealthy certain foods are. They will be able to explain the number of calories needed to sustain life and will analyze the number of calories they consume with regard to the US and other food pyramids. Finally, they will consider why hunger exists, where it is prevalent and how various organizations are helping. As a class students will work individually and in groups to draw attention to hunger issues.



• Video • Bell ringer• Act. 1 • Exprimons-nous • Act. 4 • Comparisons • Reading• Numbers to 60• Homework

Setting Goals

• Ask and answer questions about hunger and thirst.

• Talk about likes and dislikes concerning common and international foods.

• Say why I like and don’t like certain dishes.


Noviceexpress feelings and emotions

Function (s):

Context (s): Accuracy:

state personal feelingsreact to headline news

verb “to be”, adj. agreement


Intermediateexpress feelings and emotions

Function (s):

Context (s): Accuracy:

Shrum & Glisan

express feelings indifferent situations

class reunion

subjunctive

Basing Assessment on Standards

Pages 5 - 10


What are the major goals for your unit? Lead with culture.



3 Stages of Backward Design

http://actflproficiencyguidelines2012.orgLaura Terrill, ACTFL 2012


Roots: Content & Contexts•Topics•Social Situtations

Trunk: Functions•Ask & answer questions•Describe•Compare & contrast•Narrate & describe•Support an opinion

Leaves: Accuracy• Pronunciation• Grammar• Vocabulary• Socio-linguistic

appropriateness• Fluency

Branches: Text Type•words•sentences•paragraphs

Assessing Proficiency

Major Levels - Novice

The “Parrot”

Lists with words/phrases Makes attempts at

conversation Memorized language Telegraphic Limited topic areas

WORD LEVELChantal Thompson


Major Levels – Intermediate

The “Survivor”

Creates with language; recombines and adapts learned material to express personal meaning

Asks and answers questions about familiar topics

Handles simple situations

SENTENCE LEVEL

Chantal Thompson


Major Levels - Advanced

The “Storyteller”• Full conversational partner• Speaks with confidence• Expands on a variety of

concrete topics• Narrates and describes in

present, past and future time frames

• Handles a situation with a complication

PARAGRAPH LEVEL Chantal Thompson



D. Clementi

Describe people, places and things


Proficiency

Performance

Achievement

Time Spent

Working Toward Proficiency

D. Clementi

CinderellaLevel ICinderella is a girl. She isn’t happy. She works a lot. Her mother doesn’t like Cinderella. She has two sisters. They don’t like Cinderella. There is a ball. Cinderella doesn’t go to the ball....Level IICinderella is a poor young girl. She has two sisters who are not nice. And her mother doesn’t like her much. One day the family is going to go to the ball at the king’s castle. Cinderella can’t go because she doesn’t have a pretty dress....Level IIIOnce upon a time there was family of two sisters and their mother. They had a step-sister, Cinderella. The mother loved her two ugly and mean daughters, but she didn’t like Cinderella, who was beautiful and nice. One day, the king invited all the young girls to meet his son, the prince. But Cinderella, who didn’t have anything nice to wear, couldn’t go....


Level IVOnce upon a time there was a family composed of a mother and her two mean and ugly daughters. In the small house lived Cinderella, the step-sister, who had to do all the household chores. Because of her great charm and beauty, Cinderella was hated by her step-mother and two step-sisters who were jealous. One day, there was an invitation sent by the king, who was giving a grand ball at the castle in honor of his son. All the young girls of the kingdom were invited; except Cinderella who, not having anything to wear for such a rich ball, could not attend....

Level VOnce upon a time there was a girl named Cinderella whose step-mother made her work all day long. But her two vain and lazy step-sisters would only walk around in their beautiful dresses making fun of Cinderella who was always dressed for doing household chores. One day, a letter arrived from the king who was making preparations for a grand ball at which his son would choose his future bride from among all the young girls of the kingdom. Cinderella really wanted to attend but couldn’t because all she had were the old charwoman clothes she was wearing.


Evaluate Tasks Against the Target Level of Proficiency

Pages 19 - 21


What is the targeted level of proficiency for Advanced Placement?For your course?



Assessment vs. Evaluation

Formative vs. Summative


Traditional vs. Authentic AssessmentTraditional Authentic

Takes place at the end of a unit

Uses multiple choice or short answers

Students work individually

Students receive a numerical grade or a pass/fail

Subject areas are isolated

Students are on their own for testing

Test material is often isolated from real-life

Souce unknown

Takes place over a period of time

Uses portfolio approach

Students may work collaboratively

Students are evaluated on a performance scale ranging from novice to advanced

Subject areas are often integratedStudents and teachers are partners Real-life tasks are used to assess student’s level of understanding


Assess what students know…Consider the following directions. Are students being assessed for what they know or what they don’t know?

1. Read the advertisement and place a check next to the statements that contain information from the ad. (Ad in target language, questions in English.)

2. Tell me what you, your friends and others are going to do over the weekend

3. Listen to the story and answer the following questions – who, what, when and where.

4. List at least 4 foods and one beverage that you might have at each meal. Do not repeat choices.

5. Read the following email. Write 2 questions you might ask based on what you read.


Assess what students know…Consider the following directions. Are students being assessed for what they know or what they don’t know?

6. Dictation. Write exactly what I say.

7. Participate in a roleplay on given topic.

8. Write 4 questions that you will ask about school when interviewing your epal.

9. Identify the choice that best completes the sentence.

10. Write a definition for 12 of the 15 words.

11. Read the paragraph. Tell me what you know about Mary and her mother.

12. Draft, memorize and present a skit about a trip you took.


Designing Tasks for Alternative Assessment

Successful use of alternative assessment depends on using performance tasks that let students demonstrate what they can actually do with language. Authentic assessment activities:

Adapted from: http://www.nclrc.org/essentials/assessing/alternative.htm

• deal with topics or issues of interest to the students• rely on real-world communication contexts and situations• involve real problems that require creative use of language• require a quality product or performance• establish evaluation criteria and standards that are known

to the student• allow for interaction between teacher, student and peers• allow for self-assessment


Thinking Like An Assessor• What would be sufficient and revealing

evidence of learning?

• What performance tasks must anchor the unit and focus the instructional work?

• How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)?

• Against what criteria will I distinguish work?

• What misunderstandings are likely? How will I check for those? Understanding by Design


Balanced Assessment

Learning ChecksDid students learn what was taught?

Formative Assessment

Can students apply or manipulate what they have learned?

Summative Assessment

What have students truly acquired?


•Check for learning / comprehension throughout the lesson – gauge student learning for each lesson segment, not just at the end of the instructional period.

•Design activities so that students are individually accountable – (think-pair-share, numbered heads together, etc.)

•Use exit slips to assess learning before students leave class. •Use bell work to determine what students know before using

that information in the opening activity. •Design homework to allow for application of learned material. •Use homework to specify what student must be able to do when

they enter class the next time.

Learning ChecksDid students learn what was taught?


• Occurs frequently. Is relatively short in duration.• Provides immediate (next day) feedback to students on

how to improve.• Is designed to allow learners to review and revisit

previously learned material. • Allows learners to improve performance without penalty. • Places emphasis on what students know and are able to

do. • Expects student to apply and/or create with the

language they have learned. • Mimics the type of summative assessment that students

will experience.

Formative AssessmentCan students apply or manipulate what they have learned?Will they do something similar on the streets of (Paris)?


ACTFL Integrated Performance Assessment

Interpretive

Students listen to, read and/or view an authentic text and answer information as well as interpretive questions to

assess comprehension. The teacher provides students with feedback on performance.

Interpersonal

After receiving feedback students engage in

communication about a particular topic which

relates to the interpretive text.

Presentational

Students engage in the presentational mode by sharing their research/ideas/opinions.

Samples presentational formats: speeches, drama, radio broadcasts, posters,

brochures, essays, websites, etc.


Closure• ABC….Summarize

• Brainstorm round a word

• Apple Save


Interpretive

ACTFL Proficiency Guidelines 2012 - Reading

Novice

• can understand key words and cognates, as well as formulaic phrases that are highly contextualized; get a limited amount of information from highly predictable texts in which the topic or context is very familiar

• may rely heavily on their own background knowledge and extralinguistic support to derive meaning.

• understand a text when they are able to anticipate the information in the text; recognition of key words, cognates, and formulaic phrases makes comprehension possible.

Intermediate

• can understand information conveyed in simple, predictable, loosely connected texts; rely heavily on contextual clues; can most easily understand information if the format of the text is familiar.

• can understand discourse that is minimally connected and primarily organized in individual sentences and strings of sentences containing predominantly high-frequency vocabulary.

• are most accurate when getting meaning from simple, straightforward texts; understand messages found in highly familiar, everyday contexts; may not fully understand texts that are detailed or those texts in which knowledge of language structures is essential in order to understand sequencing, time frame, and chronology.

Advanced

• can understand the main idea and supporting details of authentic narrative and descriptive texts; compensate for limitations in their lexical and structural knowledge by using contextual clues.

• understand texts that have a clear and predictable structure; the prose is uncomplicated and the subject matter pertains to real-world topics of general interest.

• demonstrate an independence in their ability to read subject matter that is new to them; have sufficient control of standard linguistic conventions to understand sequencing, time frames, and chronology.



Interpretive CommunicationStudents understand and interpret written and

spoken language on a variety of topics.

1. The text is authentic and is read, heard, and/or viewed.

2. There is no opportunity to interact with the writer, speaker or producer.

3. The task is to try to understand the gist and as many layers of detail as possible


Interpretive Communication….

is not istranslation. context-driven understanding

(gist).

a hunt for trivial details. whole picture; mediating meaning with the text; a focused task.

glossed readings; teaching all new vocabulary first.

familiar words in new context; and new words in a familiar context.

reading, listening or viewing from the reader’s perspective only.

using the author’s perspective and cultural perspective.

reading word for word. re-phrasing chunks; retelling; predicting; and using structural clues.


Strategic FormatPrereading activities:DiscussionPredictionsQuestioningBrainstormingSetting Purpose

Guided ACTIVE silent reading

Activities to clarify, reinforce, extend knowledge

Traditional Format

Reading assignment given

Independent reading

Discussion to see if students learned main concepts, what they “should have” learned


Common Core State Standards for English Language Arts and LIteracy


Key Considerations

Decide what students should know after reading the text.Determine what is essential.

Determine what students should be able to do with the information once they have finished the text.

Anticipate what might cause students difficulty. Consider elements such as:

• background/cultural knowledge• vocabulary• organization of the text Model how they should hold their thinking while

reading or listening to the text.Adapted from Do I Really Have to Teach Reading, Chris Tovani


Teaching Nonfiction Reading

We need to teach students:

• How to use the questions we give them and how to create questions of their own.

• How to use clues an author provides to identify main ideas and supportive details.

• How to successfully summarize and retell the important information both during and after reading.

• How to recognize the most common textual patterns — comparing and contrasting, explaining causes and effects, laying out a sequence of events, describing a process.


Applying Strategies to theInterpretive Task

Before Reading

•Discussion •Prediction•Questioning•Brainstorming•Setting purpose



During Reading

•Guided•Active •Silent •Individual



After Reading

•clarify•reinforce•extend knowledge


A.C.T.I.V.E.

Ask Questions

Who? What? When?

Where? Why? Which would?

If….then? Who can? How did?

Thick questions vs. thin questions


A.C.T.I.V.E.

Connect:• Text-to-self• Text-to-text• Text-to-world

Interesting idea I’m confusedI disagree

Important idea I remember I’m surprised

I wonder

Read aloud a short text and think aloud your comments.


A.C.T.I.V.E

Track Down

Word level - pick out the words that carry the meaning of the sentence

Sentence level - pick out key sentences

Text level - pick out key ideas, concepts and themes

Determine the most important ideas and themes.


A.C.T.I.V.E.

Making Inferences

Make inferences by creating personal meaning or by creating a meaning that is not stated explicitly.

Good readers use their prior knowledge and information from the text to draw conclusions, make judgments and predictions, and form interpretations about what they are reading. Allow great latitude for inferences provided that the reader can defend his or her inferences with a description of relevant, prior knowledge and specific text.


A.C.T.I.V.E

Visualizing

Ask students to read, discuss and then draw what they see happening in the text. Drawings should be shared with others in ways that promote enhanced comprehension. Students might also be asked to select a song that relates to the text.

Create visual and other sensory images during and after reading.


A.C.T.I.V.E

Eureka!

Good readers attend more directly to character, setting, conflict, sequence of events, resolution, and theme in fiction and to text patterns such as description, chronology, cause and effect, comparison/contrast, and problem/solution in nonfiction. They use their awareness of these elements to make decisions about overall meaning.

Retell or synthesize what has been read.


Juan Ponce de León, the explorer, was born in Valencia, Spain, in 1460. As a teenager he joined Spanish forces that defeated the Moors. In 1493 he accompanied Cristóforo Colombo in his second voyage to America. Later Ponce de León was granted a commission to explore Borinquen. He then set out to colonize the island of San Juan Bautista and build the first settlement called Caparra. He served as first governor from 1509-12. During his term as governor the island's name was changed from San Juan Bautista to Puerto Rico. Ponce de León went on to achieve other accomplishments. His tomb is found at the San Juan Cathedral in Old San Juan. His family estate is the Casa Blanca, another popular tourist site.

http://www.elboricua.com/BoricuaKids.htmlLaura Terrill, ACTFL 2012

Proof for / Proof against

Juan Ponce de Leon was born in Puerto Rico.

Puerto Rico was the name of the island when Christopher Columbus arrived.

Juan Ponce de Leon was very talented.

Proof For

Proof Against



Bloom’s Choice Board

rememberingunderstanding

applyinganalyzing

evaluatingcreating

applyinganalyzing

evaluatingcreating


evaluatingcreating


applying analyzing

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm


Literacy Tic-Tac-Toe

Create a scrabble board by selecting a key word and connecting as many other

words as possible. All words must be relevant to the text.

Construct a graphic organizer that categorizes the main

ideas and supporting details. or

Develop a biopoem describing a character or one that gives

the characteristics of a particular item or event.

Incorporate information that is significant to the text.

Write a critique or an editorial justifying your opinion using

excerpts from the text.

Design a role play that highlights a conflict and attempts to resolve the

conflict. or

Create a concrete or abstract visual representation of a

critical section and write an explanation of your artwork.

Create an advertisement/ promotion for the text. Prepare

a presentation that seeks to convince others to endorse

your ad campaign.

Brainstorm around a word. Create a concept web/map

using words and drawings that are relevant to the text.

Explore how the text might be different if you introduced a new character or changed critical facts. Explore what

would happen if.....

Create an ABC book review of the text choosing words that begin with each letter of the

alphabet. The words that you choose much connect to the

text.

Create a flashback from the viewpoint of a character or

event in the text. Be sure that the flashback connects to the text and that it enhances the

reader’s understanding. or

Write several questions that would allow you to understand

the text better. Be sure that your questions expect others

to think in different ways.


Food and HungerIntegrated Performance Assessment Tasks

Interpretive Task

Students will read authentic text indicating basic concepts for a healthy diet. They will look at authentic recipes and indicate if the foods are healthy or not and will check reasons why or why not. They will also listen to descriptions of images from Hungry Planet and select the image that is being described.

Interpretive Mode


Interpretive ModeHealth: Eating Well is a luxuryA recent study (*) shows that the poorest people eat poorly and putting

their health at risk. A major problem in our country where one in ten are considered poor. Today, buying a chocolate bar, chips or a can of ravioli cost less money than a kilo of oranges, a piece of cheese or fish or meat. Investigators interviewed 1,164 people in Paris, Marseille, Dijon and Seine-Saint-Denis. All benefit from food aid: they are given food because they have not much money. Of these, only one out of 100 eat enough fruits and vegetables to get enough vitamins and fiber. And fewer than one in 10 eat enough cheese to get enough calcium. For these people, health risks are of concern: obesity, heart problems, cancer, behavioral problems. Given the gravity of the situation, food aid should perhaps provide more fresh produce, like fruits, vegetables, cheese. This is what the authors suggest that the survey noted that the less well-fed do not buy themselves fresh. How could they? Half of them spend less than 5 euros per day for food.(*) Study Abena, 2004/2005

Translated using google translateLaura Terrill, ACTFL 2012


Adapted from 2003 ACTFL Integrated Performance AssessmentComprehension Guide Template

INTERPRETIVE TASK COMPREHENSION TEMPLATENOVICE LEVEL

1. Key word recognition Note to teacher: List 8 to 10 words.Find in the article the word that best expresses the meaning of each of the following English words:1. 5.2. 6.3. 7.4. 8.

2. Important words and phrases Note to teacher: Provide 5 correct ideas and 3 distractors. First, circle the letter of the ideas mentioned in the article. Then, write the letter of that idea next to where it appears in the text. A.E.B.F.C.G.D.H.

3. Main Idea(s):Using information from the article, provide the main idea of the article in

English.

Interpretive Mode

1. Rich people do not eat as well as poor people. 2. 10% of the population of France is considered to be poor. 3. Poor people eat too many French fries.4. Healthy foods are more expensive than unhealthy foods. 5. Only those who lived in Paris were interviewed. 6. Poor people do not eat enough fruit. 7. If you eat poorly, you risk being overweight. 8. A lot of poor people do not spend enough on food. 9. Rich people always buy fresh products. 10. Poor eating habits can cause behavior problems.

Indicate whether the statement is true, false or not stated. If true or false, indicate where the information can be found in the article.




INTERPRETIVE TASK COMPREHENSION TEMPLATEINTERMEDIATE LEVEL1. Main idea:

Using the article, provide the main idea(s) of the article in English.

2. Supporting details: Note to teacher: Provide 5 correct statements that support the main idea(s) and 3 distractors. First, circle the letter of each detail that is mentioned in the article. Then, write the information that is given in the article in the space provided next to the detail belowA.E.B.F.C.G.D.H.

3. Meaning from context: Note to teacher: Provide 3 words that the students are not likely to know, but will be able to understand from the text.Based on the article, write what the following 3 words probably mean in English.

1. 2.

3.

4. Inferences: Note to teacher: Write 2 open-ended questions – “why do you think that”, “what might be the effect of”, etc. – that require inference on the part of the reader. Answer the following by providing as many reasons as you can. Your answers may be in the target language or in English. 1. Question: Use details from the article to support your answer. 2. Question: Explain using details from the article.



INTERPRETIVE TASK COMPREHENSION TEMPLATEPRE-ADVANCED

1. Main idea:Using the article, provide the main idea(s) of the article in English.

2. Supporting details: Note to teacher: Provide 5 correct statements that support the main idea(s) and 3 distractors. First, circle the letter of each detail that is mentioned in the article. Then, write the information that is given in the article in the space provided next to the detail belowA.E.B.F.C.G.D.H.

3. Meaning from context: Note to teacher: Provide 3 words that the students are not likely to know, but will be able to understand from the text.Based on the article, write what the following 3 words probably mean in English.

1. 2.

3.

4. Inferences: Note to teacher: Write 2 open-ended questions – “why do you think that”, “what might be the effect of”, etc. – that require inference on the part of the reader. Answer the following by providing as many reasons as you can. Your answers may be in the target language or in English. 1. Question: Use details from the article to support your answer. 2. Question: Explain using details from the article.

Laura Terrill, ACTFL 2012Adapted from 2003 ACTFL Integrated Performance Assessment Comprehension Guide Template

INTERPRETIVE TASK COMPREHENSION TEMPLATEPRE-ADVANCED, Cont.

5. Author’s perspective. Note to teacher: Provide one correct answer and two distracters. Possible options may include clinical/scientific, moral/religious, humanistic, factual/historical, comic, etc.)Circle the letter of the perspective or point of view you think the author adopted as s/he wrote this article and justify your answer with information from the text.

6. Comparing cultural perspectives. Note to teacher: Here are possible types of questions: What are the cultural similarities and differences between XXX and XXX? How do the practices/products in the article reflect the target culture perspectives? What did you learn about the target culture from this article? How would this article have been different if it were written for a US audience?

Answer the following questions in English.

7. Personal reaction to the text. Using specific information from the text, describe your personal reaction to the article. Be sure to provide reasons that support your reaction.

8. Organizing principle. How is this article organized? Circle all that apply. A. Chronological order B. Pros and cons C. Cause/effect

D. Compare/contrast E. Story telling F. Problem and solution

Sample Unit Level Performance Assessment Tasks Pages 27 – 28

IPA Comprehension Guide Templates

Pages 98 - 101


What will the interpretive summative task be for your unit? What formative tasks will be necessary? How might you use learning checks?



Presentational

ACTFL Proficiency Guidelines 2012 - Writing

Novice• produce lists and notes, primarily by writing words and phrases. • provide limited formulaic information on simple forms and documents. • reproduce practiced material to convey the most simple messages.

Intermediate

• meet practical writing needs, such as simple messages and letters, requests for information, and notes.

• ask and respond to simple questions in writing. • create with the language and communicate simple facts and ideas in a

series of loosely connected sentences on topics of personal interest and social needs.

• write primarily in present time. • use basic vocabulary and structures to express meaning that is

comprehensible to those accustomed to the writing of non-natives.

Advanced

• write routine informal and some formal correspondence, as well as narratives, descriptions, and summaries of a factual nature.

• narrate and describe in the major time frames of past, present, and future, using paraphrasing and elaboration to provide clarity.

• produce connected discourse of paragraph length and structure.• show good control of the most frequently used structures and generic

vocabulary, allowing them to be understood by those unaccustomed to the writing of non-natives.



Presentational CommunicationStudents present information, concepts and ideas to an audience of listeners or readers on a variety

of topics. 1. The creator of the message needs to be aware of the

audience and needs to consider how to best convey the message to the targeted audience.

2. There is no immediate opportunity to interact with the audience.

3. The creator of the presentation must consider how to make an impact on the audience.


Presentational Communication….

is not isnegotiated communication. one-way communication.

random. practiced, rehearsed, polished, edited.

unplanned. organized.

speaking or writing in a vacuum.

an awareness of audience (formal/informal; cultural context).

reliance on circumlocution improved by using appropropriate tools – dictionary, spell-check, etc.

speaking or writing only for the teacher.

produced for an intended audience and purpose.

Why do we write? We write to:

• express and reflect• inquire and explore• analyze and interpret• take a stand• evaluate and judge• propose a solution• seek common ground• inform or explain• report – research-based writing

Reading Rhetorically: A Reader for WritersBean, Chappell, and Gillam

•take tests


Writers consume more than they produce.

•Read like a writer.

•“Steal” characteristics of good text.

•Imitate familiar genres.

Keep a writing log. Write about the writing itself. Copy interestingsentences and comment on what makes them effective. Consider how the author gets the reader’s attention. Think about how you might use a certain technique.


Inquiry

DraftingRevision

Inquiry should inform writing throughout the process

Strategic WritingDeborah Dean

can’t be a writer without being a thinker,need to find, focus and develop ideas

ability to discover textual clues and imitate them in different contexts for different audiences

develop a sensitivity to text, revise to address concerns about audience



Blend of fiction/non-fiction in different genres on a topic

Postcards from Pluto: A Tour of the Solar SystemLoreen Leedy


Laura TerrillWorld Language / ELL Consultant

8529 Stark DriveIndianapolis, IN 46216

Cell: 314-369-9678Home: 317-546-2626

Email: [email protected]: lauraterrill.wikispaces.com

mailto:[email protected]

Documents

Focusing Assessment on Language Performance Laura Terrill Independent Consultant ACTFL, 2012 Part 1