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Maris Hawkins: https://marishawkins.wordpress.com/2020/06/23/diverse-movietalks-clip-chats/

Kelly Ferguson:

https://pin.it/20CRy1qd6

Kari McMullin:

https://docs.google.com/spreadsheets/d/1MjFKTuUu_fVwO30eJd9zGQliUIwNCO6VmT6kCZfI8V8/edit?fbclid=IwY2xjawGPPbxleHRuA2FlbQIxMAABHYaVWkK3gHnwzYyyCx5gRnbM-5X_ixAfb92MGsoQRDgwLBl5j_357-FPqg_aem_PRJnMeIQtnZh77ihEW32aQ&gid=0#gid=0

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(FREE Resource) DIY Classroom Sound Board

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(FREE Resource) DIY Classroom Sound Board

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This is a Google Slides file which gives you instructions as well as a template that you can use to create your own "sound board" to easily enhance your lessons with sound effects!

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Kristy Placido

Join me on facebook! Facebook.com/PlacidoLanguage

Let’s talk!

Display question words

Vary question type

Pause and point

bit.ly/CanvaQuestionWords

Questions are key

Use cognates (with caution)

Use proper nouns, student names

New words are introduced

Sparingly

Gradually

Intentionally

Purposefully

Comfortably

New words should be

High frequency

Concrete >Abstract

Contextualized

Surrounded by the familiar

Supported visually

Displayed

Translated

Pointed at

Kept on the wall

Recycled

Establish meaning immediately!

TPR / Gestures

Images / draw a picture

Connect to L1 if possible

Display new words/phrases

PQA = Personalized Questions and Answers

Speak s-l-o-w-l-y

Gesture as you teach

Pause, point

Limit new vocabulary…

don’t overload

don’t shelter grammar

Simplify…but use correct language.

Provide many repetitions of

any vocab or structures you

wish to “target”

Personalize

Engage with eyes

Active listening

Body language

Emotional connection

Genuine reactions

Connect everything back to the familiar, the personal, the known

Display rejoinders for student use

Vary to whom and about whom you speak

Ask Student 1 (S1) a question

Eyes / smile / interest

Repeat S1 answer & add a follow-up question

Repeat S1 answer back (complete, beautiful sentences)

T → S1

S1 → T

T → S1

S1 → T

T → S1

T → Class

Class → T

T → S1

S1 → T

T → S2

T → Class

Class → T

Ask Student 1 (S1) a question

Repeat S1 answer & add a follow-up question

Repeat S1 answer back (complete, beautiful sentences)

Now, tell the whole class about S1.

Ask the class a question about S1.

Ask S1 another follow up question.

Now, ask S2 some of the same questions.

Talk to the class, comparing the 2 students.

physical responses

thinking / collaboration time

PQA

¿Quién tiene una mascota?

¿Cómo se llama tu mascota?

¿Cuántos años tiene ____?

¿____ es grande, pequeño o mediano?

¿A ____ le gusta jugar?

What if students aren’t answering?

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HANDOUT - Reaching Higher with Intermediate Learners

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HANDOUT - Reaching Higher with Intermediate Learners

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Taplink - landing page that drives your sales on Instagram

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Taplink helps you create a high-converting landing page for your business on Instagram in 10 minutes. Use numerous marketing features to increase your sales

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I have been a public school teacher in Michigan since 1997, and in 2021 I was honored to be the Michigan World Language Association (MIWLA) High School Teacher of the Year. I have taught middle school, high school, and college. In addition to teaching, I am a teacher trainer, developmental editor, curriculum developer, and an author of numerous Comprehension-based™ readers for language students.

Comprehensible input methods such as TPRS, with a heavy emphasis on reading, storytelling, conversation, authentic materials, and technology.

HONORS/AWARDS/SHINING TEACHER MOMENT

I was the MIWLA High School Teacher of the Year 2021. I am also a recipient of the ACTFL Global Engagement Initiative Award.

MY OWN EDUCATIONAL HISTORY

I am a graduate of Michigan State University with a BA in Secondary Education and Spanish. I was an Honors College Member. I also hold a MA in Curriculum and Teaching from Michigan State University and an additional endorsement in School Library Media from Grand Valley State University. As an undergrad I studied in Guadalajara, Mexico and Madrid, Spain. In 2009 I became an instructional coach for my district through a program offered by the Michigan Department of Education. I have been fortunate enough to help teachers learn how to effectively implement the formative assessment process in their classrooms. In addition I have been trained in a teaching approach known as Reading Apprenticeship.

ADDITIONAL BIOGRAPHICAL INFORMATION

Please visit PlacidoLanguage.com for more information about me and follow me on Twitter @placido and on Instagram @placidolanguage Follow me on facebook at https://www.facebook.com/placidoTPT/

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Browse over 220 educational resources created by Placido Language Resources in the official Teachers Pay Teachers store.

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Incorporating selfies and self portraits with Frida Kahlo unit

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I have been a big fan of Frida Kahlo for a long time. I love her story, her sass, her perseverance, and her nonconformity! This year seemed to be my year for Frida, because not only is my la…

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Kiva Microfinance Unit Gallery Walk Reading Activity

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This is a movie talk script/reading, vocabulary list and activity to accompany a unit I teach my Spanish 4 class about Kiva.org. See “The Pedro Story” here https://www.youtube.com/watch?v=meVAPscrGsI ************************************************************** If you have any questions or concer..…

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La Noche Boca Arriba Embedded Readings and Activities (level 4)

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3 embedded readings for this classic short story by Julio Cortazar plus activities. The embedded readings were originally shared on Embeddedreading.com. I am using them with permission. Please visit them for lots of great free resources!

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This slide was created by Kristy Placido based on a slide shared by William Langley. Please get permission from Kristy and Bill if you would like to use this slide for any purpose other than personal practice or for use within your own classroom. Where? What? Who? Why? When? How?

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A program for teachers, dedicated to Comprehensible Input, with your hosts Kristy Placido and Carrie Toth

A program for teachers, dedicated to Comprehensible Input, with your hosts Kristy Placido and Carrie Toth

Beneficial and entertaining!

This podcast is so refreshing! Kristy and Carrie present information in a comprehensible (pun intended) manner that makes the listener feel cared for and understood. They bring their expertise into it all while encouraging the teacher in multiple ways. Their commentary is relatable. It is obvious that they have hearts of gold that only want to help the listener be the best that they can be.

Highly recommend

Our students really want to be able to communicate in another language. Carrie and Kristy discuss, share and offer ideas on how to do that - thru their own and others experiences as well as the research.

Excited

I am so excited about this podcast! I have been learning so much about CI through blogs, vlogs, and specific websites, but I am a podcast-aholic! I can't wait to listen to your wisdom through podcasts!

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A program for teachers, dedicated to Comprehensible Input, with your hosts Kristy Placido and Carrie Toth A program for teachers, dedicated to Comprehensible Input, with your hosts Kristy Placido and Carrie Toth This podcast is so refreshing! Kristy and Carrie present information in a comprehensible (pun intended) manner that makes the listener feel cared for and understood.

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Canva Template to customize Interrogative Posters to the language you teach!

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Canva Template to customize Interrogative Posters to the language you teach!

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FREE Spanish Interrogative posters from Placido Language Resources

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FREE Spanish Interrogative posters from Placido Language Resources

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Unpacking Language Pedagogy - Dr. Florencia Henshaw Podcast

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Unpacking Language Pedagogy - Dr. Florencia Henshaw Podcast

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"second language acquisition" "language teaching" "language learning"

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This channel features video summaries and discussion of articles, activities, terms, and various topics related to language pedagogy. From classic SLA studies to book chapters, Dr. Florencia Henshaw will give you the gist of it and her own take on it. Created by a language educator for language educators.

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Enter your email address to follow this blog and receive notifications of new posts by email.

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Great ideas and lots of free activities for Spanish teachers!

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I am currently teaching a unit that centers on the Fluency Matters book Minerva. After the book, we will watch the movie "En el tiempo de las mariposas"(available on Amazon). The movie is in English, but I give students lots of input with this slideshow created by Arianne Dowd (TONS of resources in her Film Guide).

I have taught this unit before, but without the book Minerva. The book has been the perfect, comprehensible addition! And the Teacher's Guide has a lot of extra readings and activities. Those + e-activities = TONS of comprehensible, engaging input.

I am using Canvas this year (nd loving it!) and I am teaching in a hybrid schedule with two days each week that are totally asynchronous, so I have been Canvas-ifying lots of things. Some I can't share because they are from either Arianne's film guide or the Fluency Matters Teacher's Guide, but I am going to share a few things here.

First, I made a basic "intro the República Dominicana" activity with this video. Students have to watch, write down what they hear and then do a matching activity. Here is the Canvas quiz.

I also took the text from Arianne's slideshow and created three Canvas quizzes (autograded!). Here is a video to show what they look like:

And here are the links to those in the Commons:

I also created two Canvas quizzes for two songs. One is for the song "Tú me dejaste de querer" (it combines bachata and flamenco). It is just a good song and doesn't really necessarily relate to the book. Here is a link to that in the Commons.

The other song is "Antipatriarca" by Ana Tijoux. Below is a video that explains that Canvas quiz. And here is the link to the quiz in the Commons.

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I am currently teaching a unit that centers on the Fluency Matters book Minerva . After the book, we will watch the movie "En el tiempo de las mariposas"(available on Amazon). The movie is in English, but I give students lots of input with this slideshow created by Arianne Dowd (TONS of resources in her Film Guide).

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Awesome Spanish teacher from PA, so many great creative ideas!

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More than a month remains until my classroom will be filled with students, but I am already creating plans for those first few days (not on paper yet, but certainly have ideas in my head that I'll eventually transfer to paper).

One activity that I will do with my students in the first week that is a get-to-know each other type of activity, but not the usual such as "find someone that..." fill in the type bingo grid. This activity is more student and class friendly in that all the students are reacting to what the teacher says and simultaneously learning about their classmates.

It's called Step Forward, Step Backward (or as I used to call it Forward/Backward). It can be used at the beginning of the school year, after a new semester, after a weekend or special event at school, before a holiday when the students find it harder to sit still, or anytime you want to provide input and build class community. The small prep work done by the teacher is contrasted by the high engagement level by the students. Step Forward, Step Backward is an activity that can be done with any level of language students as long as the teacher carefully chooses the vocabulary to keep it comprehensible for students' language abilities. This activity can also work as a Brain Break.

Overview: Students listen to a statement read by the teacher and step forward or step backward according to the directions. The teacher uses PQA (personalized questions and answers) to connect to the students and to provide additional comprehensible input.

1. The teacher writes several statements in the target language.

2. The teacher assigns the number of steps that students will take forward or backward if the statement is true about them.

1. There are several ways to set up the activity depending on your room space. I have a desk-less classroom so students only need to push their chairs out of the way to do the activity. If you have desks in your classroom, it may be easier to go to the cafeteria or to an area in your school that has a lot of space, or...take the students outside. Another option if you have a lot of room in your class is for students to form a circle facing inward.

2. Students line up, shoulder to shoulder, facing the front of the room.

3. The teacher reads a statement and the students move forward or backward as instructed by the teacher.

Here are a few examples: (remember, it should be the target language)

a. b. c. d. e. Statements about pets:
- If you have a cat, take one step forward.
- If you have two or more cats, take an additional step forward.
- If you have a dog, take one step backward.
- If your dog is white, take one step backward.
- If you don't have any pets, take two steps forward.
- If you have a turtle, snake, or hamster as a pet, take 3 steps forward.

- If you like pizza take one step forward.
- If you like broccoli, take two steps forward.
Statements about food: - If you like Chinese food better than Mexican food, take one step forwards.
- If you eat cereal for breakfast one or more days each week take one step

- If you play soccer...
- If you like to run...
- If you play golf more often than you swim...
- If you like to watch sports more than you like to play sports...
Statements about sports:
- If you prefer Burger King over McDonald's...
- If you have eaten at In-and-Out in the last 2 years...
- If you work at a restaurant...

- If you have biology before this class...
- If you don't have physical education this semester...
Statements about restaurants: - If you have an art class this year...
- If you are a senior, step...
- If you have a quiz or test today... Statements about school:

f. Statements about clothes:
- If you are wearing sneakers today...
- If you are wearing the color red today...
- If you are not wearing socks today...
- If you wore a hat this morning before school...
- If you work at a clothing store...

As you become more acquainted with the students throughout the school year, you can make the statements more interesting by writing statements that relate to your specific students and school culture.

After each statement, the teacher has an opportunity to expand on the information that was revealed by the students' movements. As students move in response to the statements, they immediately see what they have in common with their classmates and interesting information about their classmates that they did not know.

- Every statement tells students to step forward.
- All the statements tell the students to step forward, BUT roll a dice and if it lands on 4, then every 4 questions the students will step backward if the statement is true for them. If it is a 3, every 3rd question the students step backward if the statement is true for them.
- Say the statement and ask the students to raise their hand if it is true for them. Then flip a coin to determine if the students step forward one step or if the students step backward one step.
- and other variations that will keep the activity new
There doesn't have to be a "winner", but if your students will like that variation, go for it, and adjust the directions accordingly.

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Teaching Spanish w/ Comprehensible Input

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More than a month remains until my classroom will be filled with students, but I am already creating plans for those first few days (not on paper yet, but certainly have ideas in my head that I'll eventually transfer to paper).

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Cashnip Kitty: a real-life story for Spanish classes

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8 photo slides, a past tense story, and a present tense story about Sir Whines a lot, the kitty who takes money from strangers to benefit the homeless in Tulsa.

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Characteristics of different proficiency levels

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Characteristics of different proficiency levels

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https://www.cde.state.co.us/standardsandinstruction/profscalewl

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https://docs.google.com/forms/d/e/1FAIpQLScLFlN7tKofmcHjC7c9-qxP8_p6tuwT7p-DaZg1XPOXzO9LiA/viewform

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Working together to calibrate scoring! "Calibrate Scores" Article by Elicia Cárdenas

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Working together to calibrate scoring! "Calibrate Scores" Article by Elicia Cárdenas

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https://comprehensibleclassroom.com/2021/01/31/calibrate-scores-to-grade-with-confidence/?fbclid=IwAR0_PqaZ7y4jwNuFcYSwJHIYJt8zG_K-DF5zzMHzM0nMaJqm1C289hDPSTA

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When a teacher is working alone to figure out how to grade students' work in reference to a standards-based rubric, it can feel very daunting. It is hard to feel confident that you are making sound determinations when you are looking only at pieces of evidence produced by your own students. For that reason, teachers can benefit greatly from taking time together to calibrate student scores. But... what is calibration?

by Elicia Cárdenas, Director of Training

Calibrating scores means looking at samples of student work, ideally produced by a wide array of students from different contexts, and considering where each one scored on a common rubric. Ideally, calibration happens in a group of individuals, each of whom bring samples of work from their own students, and they have time to discuss how they would score each piece. If you are moving towards standards based grading in your classroom, department, or school, calibrating is an important tool for understanding what mastery of the standards looks like. Calibration ensures that standards are being evaluated in the same way: "Calibration safeguards that student work is assessed consistently and in alignment with the rubric." - Brownstein & Chapin, Center for Collaborative Education

Calibrate scores together

I first experienced this process as a student teacher, working with a PLC (Professional Learning Community) to improve how we approached RTI (Response to Intervention). It was an incredibly eye-opening experience for me: a bunch of teachers with a pile of student writings, a pile of rubrics based on the standards, and a whole lot of coffee. We sat around reading the essays and scoring them, and then one by one, we shared our reasons for our scoring. We debated, disagreed, agreed, and eventually found exemplar texts that represented each designation on the rubric.

Whew! Calibrating scores was a lot of work, but as a pre-service teacher, I can not think of a better way to prepare myself for actually assigning grades to student work, knowing that my peers and I were all in agreement about how to use the rubric. I felt a lot more confident when I was scoring student writing, and that alone saved me precious time that year!

Calibrate scores apart

Fast forward ten years and a new colleague dropped by my room to ask for a second opinion on her scoring of a couple of reading assessments, and later, a couple of writing assessments. We realized that it would be worth doing a calibration activity for the both of us, even though we were not teaching the same levels. It took all year to squeeze out the time, but at the end of the year, she assigned a free write task to her students. She also hid student names to reduce bias. She then scored the papers in such a way that I couldn't see her ratings and passed on the papers to me. I scored them on my own, and finally we sat down and saw where we agreed and disagreed. Because we both did the bulk of the work on our own time, then used shared time to discuss, the whole process didn't take too long, and we both came out with a much stronger understanding and agreement of student performance levels.

None of the teachers with whom I calibrated grades had yet taken an official ACTFL MOPI nor OPI training, and I think is ok. Those trainings, while totally valuable, are intended to rate proficiency, not in-class performance. In the classroom context, I am not able to score proficiency (real world, spontaneous communication). Rather, I am always scoring performance because the classroom is never going to be the real world. The best I can do is grade a student based on observed proficiency as demonstrated by their performance, preferably on summative assessments. ACTFL's performance rubrics are clear and easy to use, whether or not you have attended their trainings.

Step 1: Form a calibration cohort

The first step to calibrating grades is to form a calibration cohort! Ideally, your calibration cohort will be teachers in your department or district that teach the same languages.

Keeping in mind that even students within the same class will be at a variety of levels of linguistic proficiency, don't worry too much about only calibrating with other teachers who teach the same level. Do keep in mind, however that a Level 4 teacher and a Level 1 teacher that are using the same instructional approach might not have much overlap: the Level 1 teacher will provide mostly Novice-level samples and the Level 4 teacher will provide mostly upper-Novice and Intermediate-range samples.

Step 2: Select a rubric

Next, your Calibration Cohort will need to agree upon a common rubric and performance descriptors. If members of your cohort are already working from the same curriculum, this might be simple! If not, consider using the rubrics that I work from:

Step 3: Administer an assessment

Presentational assessments are the least straightforward to evaluate, and so I would recommend starting there. All members of the cohort should administer the same writing assessment to their students. Using a timed freewrite with an optional prompt, is a great way to generate student work for scoring, because students will have a large amount of freedom to show what they can do.

Step 4: Come together and calibrate

When it comes time to calibrate, you have several options. Many institutions have put together calibration protocols to guide the process of sitting down together and calibrating, and you may find it useful to read through some of them:

If you are a Department of 1 and are unable to gather with colleagues in your area, there are other ways for you to use a calibration protocol to help improve reliability when scoring language learner assessments. I have you covered!

Option 1: You can calibrate with yourself.

Eric Herman, the brain behind the Acquisition Memos, suggests that just by using a holistic rubric (such as the ones linked above), you improve your inter-rater reliability. Way to go, you!

Option 2: Calibrate with online colleagues

If you want to mimic the collaborative or synergistic nature of grade calibration but have no close colleagues, you still have options.

How to find calibration colleagues

Connect with colleagues online that share a similar vision for assessing and grading. A good starting point would be to make a post in a group of language teachers, such as the SOMOS Curriculum Collaboration group or the more broad iFLT/NTPRS/CI Teaching group. While it is okay to connect with teachers that teach different levels than you do, you WILL want to find teachers that teach the same language.

If you are part of a local or regional PLC, you could do this with a buddy from that group, or a few! Here is a list of regional PLCs.

Virtual Calibration

Some folks like to harness the power of social media by posting student work samples in collaborative spaces and crowdsourcing an opinion. If you go this route, remember to hide any identifying student information! Post a student writing sample, with their name obscured, along with or referencing the rubric that you are using, and ask colleagues to comment and describe how they would score it and why.

Irene Evert, a middle school Spanish teacher from Illinois and a SOMOS user, had a really neat idea for gathering and analyzing opinions from many teachers. She created a google form with embedded images of student work and space for teachers to mark how they would score it. Irene put this resource together so that we can *all* work together to calibrate. Take a few minutes to rate the writing samples in Spanish here and, when you are finished, you can see responses from other teachers.

Calibrate scores to grade with confidence

Taking the time to calibrate might seem daunting and time consuming, but the confidence you gain after working through the process will save you time and energy in the long run. Calibrate THAT!
If your department is looking to take a serious look at your assessment practices, send us an inquiry to start the conversation about booking Director of Training Elicia Cárdenas to facilitate department-wide training and/or consultation.

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Calibrate scores to grade with confidence - The Comprehensible Classroom

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When a teacher is working alone to figure out how to grade students' work in reference to a standards-based rubric, it can feel very daunting. It is hard to feel confident that you are making sound determinations when you are looking only at pieces of evidence produced by your own students.

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ACTFL - Examples of Speaking/Writing/Reading/Listening organized by Proficiency Level

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ACTFL - Examples of Speaking/Writing/Reading/Listening organized by Proficiency Level

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https://www.actfl.org/resources/actfl-proficiency-guidelines-2012/spanish

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ACTFL Performance Descriptors for Language Learners

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JCPS World Language Assessment Documents

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JCPS World Language Assessment Documents

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https://onedrive.live.com/?cid=28f7c805d5a3213d&sc=documents&wa=wsignin1.0&sa=343767067&id=28F7C805D5A3213D%21154

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https://www.teacherspayteachers.com/Product/SPANISH-ACTFL-5Cs-student-friendly-posters-2284772?st=daee199aa5860ac1defc59fc09813579

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SPANISH ACTFL 5Cs student-friendly posters

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The 5Cs have been "unpacked" into student friendly language with visuals for you to display on the wall or on a bulletin board. Contains: "5Cs" headings for the wall 8.5X11" posters for each standard smaller images which can be used as part of a smaller "daily objectives" board. Personally, I ha...

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Free downloadable performance rubrics and targets 

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Free downloadable performance rubrics and targets 

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https://www.teacherspayteachers.com/Product/Performance-Targets-for-World-Language-classes-313531

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This product includes three rubrics (Presentational, Interpersonal, and Interpretive) for language classes that set Performance targets for students in language classes. Rubrics are provided for Years 1-5, and the Presentational and Interpersonal Rubrics are provided in PDF and Editable formats so that teachers can adjust the targets based on what they consider to be easily achievable Performance targets for their students (which will vary from school to school based on many factors).
ADDITIONAL ASSESSMENT RESOURCES

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Performance Targets for World Language classes

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This product includes three rubrics (Presentational, Interpersonal, and Interpretive) for language classes that set Performance targets for students in language classes. Rubrics are provided for Years 1-5, and the Presentational and Interpersonal Rubrics are provided in PDF and Editable formats so t...

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Links shared by Kristy "Information Please"

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Links shared by Kristy "Information Please"

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Resources created by Kristy Placido

Word Clouds http://www.edwordle.net/create.html

Icons / Clip Art for creating infographics https://www.flaticon.com/

Among Us Spanish reading https://docs.google.com/presentation/d/19nsyDoQcOnPTKFLe249-3bOZ3yXXM24exm4nV2zxrQY/copy

Among Us questions https://docs.google.com/presentation/d/1OQa8xBwrN8vyjgw1kKw15Cr663tzhQYPmOh53gW9mjU/copy

Among Us questions students can type on https://docs.google.com/presentation/d/1zCL-VuXiqXyQj0tZPCDQEGoYamnoxiZRtGHYyIEZaA8/copy

Among Us answer key https://docs.google.com/presentation/d/1Gyng1YzNbKGtv9yyWyZzd750C06A5J0wAIhrmjuueps/copy

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https://somewheretoshare.com/2022/12/20/cup-side-down/