earn how well CI works for upper level classes, and how to keep your students engaged, growing, and learning, as they start to make the transition to USING the language to learn!
We will address strategies for providing content-based instruction, so you can teach about themes and topics from history, culture, and global issues/current events.
Learn ideas for scaffolding literacy development (reading and writing skills), and supporting students to stretch their output skills in ways that feel safe, supported, and fun, while also gently nudging them into higher levels of language performance in ways that are appropriate for each stage of language development.
You will receive:
1. A link to a recording of a two-hour online workshop with Tina and Nissa
2. A link to videos of Tina demonstrating strategies in French.
3. A link to our Google Slides presentation from the online workshop, with links and information you can use for follow-up learning
4. A link to a google slide presentation by Nissa showing novice students how to use a new technology in the target language.
5. A downloadable PDF excerpt from the draft of Tina's book, Stepping Stones Beyond Year One, with explanations of the components of the daily framework, a lesson planning template, and a list of Guided Oral Input strategies for the first instructional cycle of the “Bridging from Year One” track (recommended for students new to extensive literacy work in the World Language and for the “Beyond Year One” track (recommended for students who have had at least a year of literacy-focused World Language instruction).
Learn about selected strategies for each component of the daily lesson framework:
1. Guided Oral Input strategies for providing content-based instruction, and how to use these strategies to scaffold students’ comprehension of challenging texts: Academic Card Talk, Picture Walks, Class and Community Surveys, Input Charts, Process Grids, and Visual Stories/Visual Lectures.
2. Scaffolded Oral Review strategies: Reading the Walls, Play That Card, Five-Finger Paragraphs
3. Shared Writing strategies to model qualities of strong writing: Write and Discuss, Sentence Starters, Writing Continuua, and Language Focus (Class Editing Checklists, Language Study Days) and Putting grammar in its place (i.e. “What do the standards say about grammar?”)
4. Shared Reading strategies to provide more interaction with class-created texts and to bridge to reading more-challenging texts: Read to the Class and Practice Pronunciation, Choral Translation and Grammar Discussion, Write inside the Story, Reading from the Back of the Room, Reader's Theatre, Everyone Acts, Dictée
5. Student Application strategies to support higher-level performance in speaking and writing: Process Grids, Reading the Walls, Sentence Patterning Charts, the Next Level Q and A Game, What Would They Say/What Would They Think?, Using Graphic Organizers
6. Formative Assessment strategies to get daily grades: the Q and A Game, daily reading and listening comprehension grades, grading free-choice reading and freewrites
7. A new way to think about unit planning and summative assessments: Genre-based units (e.g. Description, Narration, Information, Opinion/Argumentation), Low-prep end-of-unit integrated performance assessments, and suggestions for scaffolding students to higher levels of challenge in a gentle, supportive way.
To pay by purchase order, please email Kim at [email protected]
The live video will be recorded and you will get a link to watch it, in case you cannot make it to the live event for whatever reason, and so you can review it later if you want.
Nissa Quill has been an educator for 25 years, and has taught middle and high school French and Spanish . Her passion is reaching all students through brain-friendly instruction, encouraging an appreciation of culture through authentic resources and student travel, implementation of blended learning through technology and supporting teachers as they move down their own paths to CI proficiency. She lives in Frederick, MD and is a member of her district’s Vanguard Program . Nissa is a respected leader in her school and district- she has acted as a team-leader, curriculum developer, teacher-mentor, and virtual school instructor. She has translated and adapted CI novels from Spanish to French, has an MS in curriculum and instruction, and scored Advanced High on the French OPI and OWI.
Tina Hargaden has been a K-12 educator for 14 years, and has taught middle and high school English Language Arts, Reading, Social Studies, French, Spanish and ESOL. Her passion is supporting teachers to strengthen their literacy instruction, design courses that foster efficient and lasting language acquisition, and implement authentic performance assessment, because it is her firm belief that when we shift our language instruction to a proficiency stance, we help ensure equitable access to academic success for more students. She lives in Portland, Oregon and is the founder of the World Language Proficiency Project and CI Liftoff. Tina is the co-author of the book, Year-One:A Natural Approach to the Year, which provides step-by-step guidance for a year of communicative, proficiency-oriented World Language instruction. She has presented and keynoted at numerous state, regional, and national conferences, worked with many school districts and departments, and given workshops and institutes to educators all over to support them in strengthening language outcomes for all students.
Tina and Kaitlin love working together to support other language educators in transforming student outcomes and bringing more joy, connection, and fun into the language classroom!