Common Core Interpretive and Presentational.pptx

10/22/13 Common Core and the Interpretive and
Presentational Modes Laura Terrill
lterrill@gmail.com
lauraterrill.wikispaces.com
lauraterrill.wikispaces.com
1 10/22/13 “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
2 10/22/13 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. •  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. Intermediate •  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 sufCicient control of standard linguistic conventions to understand sequencing, time frames, and chronology. 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. 3 10/22/13 Assessing Proficiency
Branches: Text Type •  words •  sentences •  paragraphs Leaves: Accuracy •  Pronunciation •  Grammar •  Vocabulary •  Socio-­‐linguistic appropriateness •  Fluency Trunk: Functions •  Ask & answer questions •  Describe •  Compare & contrast •  Narrate & describe •  Support an opinion Roots: Content & Contexts •  Topics •  Social Situations Chantal Thompson
•  Speaking
•  Listening
•  Language
•  Reading
•  Listening
Interpersonal Interpretive Pro/iciency Presentational •  Writing
•  Speaking
4 10/22/13 Reading Anchor Standards
•  R1: Read closely to determine what the text says
explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to
support conclusions drawn from the text.
•  R2: Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
•  R4: Interpret words and phrases as they are used in a
text, including determining technical, connotative, and
figurative meanings, and analyze how specific word
choices shape meaning or tone.
•  R7: Integrate and evaluate content presented in diverse
formats and media, including visually and quantitatively,
as well as in words.
Reading Anchor Standards
Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity 5 10/22/13 Interpretive Domains and Common Core
Interpre've Mode Students will read and view short texts on different aspects of Puerto
Rican culture. They will use the information from the texts to create a
schedule for their time in Puerto Rico. They will consider the
environmental impact of different tourist activities and evaluate their
schedule in terms of eco-tourism. Presenta'onal Mode Interpersonal Mode Students will create an addi7onal event Students will select at random various for the story Everywhere Coquís. They images of Puerto Rico and will role play will iden7fy another loca7on on the a conversa7on to decide what they will island of Puerto Rico for the coquís as do while on vaca7on in Puerto Rico. they aBempt to escape from the parrots They will discuss the environmental in the rainforest. They will select a impact of their tourism on the island. loca7on, say what the coquís see and do while there and then indicate that they are moving on. 6 10/22/13 Students will read and view short texts on different aspects of Puerto Rican culture. They will use the information from the texts to create a schedule for their time in Puerto Rico. They will consider the environmental impact of different tourist activities and evaluate their schedule in terms of eco-­‐tourism. R1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite speciCic textual evidence when writing or speaking to support conclusions drawn from the text. R2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and Cigurative meanings, and analyze how speciCic word choices shape meaning or tone. R7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Three Modes of Communication
Interpretive
Presentational
Interpersonal
7 10/22/13 Interpretive
In Search of the Coquí
8 10/22/13 Common Core State Standards
for English Language Arts and Literacy
Distribution of Literary and Informational Passages
by Grade in the 2009 Reading Framework
Grade
Literary
Informational
4
8
50%
45%
50%
55%
12
30%
70%
Before Reading
•  Discussion
•  Prediction
•  Questioning
•  Brainstorming
•  Setting purpose
9 10/22/13 During Reading
•  Guided
•  Active
•  Silent
•  Individual
After Reading
•  clarify
•  reinforce
•  extend knowledge
10 10/22/13 Everywhere Coquis! / ¡En dondequiera coquíes!
Nancy Hooper
ISBN 0942929144
A
C
T
I
V
E
A.C.T.I.V.E.
Ask Questions
Who?
Where?
If….then?
What?
Why?
Who can?
When?
Which would?
How did?
Thick questions vs. thin questions
11 10/22/13 A.C.T.I.V.E.
Ask Questions
All the coquis lived quite happily in the rain forest. They
slept all day and sang all night, and their numbers grew and
grew. Even little coquí babies learned to sing their name “coquí, co-quí, co-quí,” soon after they were born.
All the musical coquí voices were loud and clear during the
dark, tropical nights. But there was one problem.
Hundreds of green parrots lived in the same rain forest. And
unlike the coquís, the parrots chattered all day….but slept all
night. Or tried to.
A.C.T.I.V.E.
Connect:
• Text-to-self
• Text-to-text
• Text-to-world
Read aloud a short text and think aloud your comments.
Interesting idea
I disagree
I remember
I wonder
I’m confused
Important idea
I’m surprised
12 10/22/13 A.C.T.I.V.E Connect: • Text-­‐to-­‐self • Text-­‐to-­‐text • Text-­‐to-­‐world At first, the parrots were mystified by the sounds they
heard at night. Soon they became quite irritated by all
the noise. “What kind of bird is it,” they wondered, “that
sings all night and sleeps all day? That is so rude!”
One night, the grumpy parrots shouted, “Be quiet,
birds! Go to sleep so we can sleep too!”
But the coquís were coquís and not birds, and they did
not understand that the parrots were shouting at them.
They kept singing, “Co-quí, co-quí, co-quí.”
A.C.T.I.V.E
Track Down
Determine the most important
ideas and themes.
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
13 10/22/13 A.C.T.I.V.E
Track Down
Now the parrots really got angry. They swooped down,
looking everywhere for a noisy flock of birds. They searched
high and low but no matter where they looked, they never
found a single singing bird.
But they really frightened the little coquís! Hiding under
the branches and leaves, they could see the parrots swooping
and squawking.
So in the middle of the night, the terrified coquís silently
hopped as fast as they could, out of the rain forest…. and
away from the parrots.
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.
14 10/22/13 A.C.T.I.V.E
Making Inferences
The next morning, they came to the countryside. They were
tired so they stopped to rest in the garden of a pretty pink
house. As they rested, the coquís watched the man and woman
who lived in the house. They were both artists, and they made
typical Puerto Rican crafts. Today they were making vejigante
masks of papier-mâché to sell at festivals around the island;
sometimes they carved miniature figures of the saints, called
santos. The coquís enjoyed living in the countryside, and their
songs each night were joyful and loud. Again, the parrots
became irritated and searched for the birds….Again, the tiny
frightened coquís had to hop through the night…..
.
A.C.T.I.V.E
Visualizing
Create visual and other sensory
images during and after reading.
Ask students to read, discuss and then draw what they
see happening in the text. Drawings can be done on
transparencies and shared with the class. Students
might also be asked to select a song that relates to the
text.
15 10/22/13 A.C.T.I.V.E
Visualizing
The city was an exciting place for the coquís to live.
There was lots of food and water for all them, and they
happily sang their song each night,
“Co-quí, co-quí, co-quí.”
The city people loved hearing them, because they
made music too. They played instruments called claves,
güiros, maracas and small guitars called cuatros.
As the city people sang and danced, the coquís sang
along. They enjoyed the city, even though they missed
the trees and roots and leaves of the rain forest.
A.C.T.I.V.E
Eureka!
Retell or synthesize what has
been read.
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.
16 10/22/13 R.A.F.T.
Role
Audience
Format
Topic
parrot
coquís
letter
Complaining about the
noise
parrot
coquís
song
Begging them to return
coquís
parrots
note
Apologizing for keeping
them awake
people of Puerto
Rico
coquís
poem
Expressing how much
you love their sounds
and what they mean to
you
?
?
?
?
remembering
understanding
applying
analyzing
evaluating
creating
applying
analyzing
evaluating
creating
remembering
understanding
evaluating
creating
remembering
understanding
applying
analyzing
Bloom’s Choice Board
http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
17 10/22/13 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.
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.
Explore how the text might be
different if you introduced a
new character or changed
critical facts. Explore what
would happen if.....
Interpretive Assessment
http://home.coqui.net/sendero/popupcoqui.htm
18 10/22/13 Interpretive Assessment
El coquí es de Puerto Rico. Su nombre científico es Eleutherodactylus.
Eleutherodactylus quiere decir el de los dedos libres, pues no tiene
membranas entre sus dedos. Para mí, tiene también el alma libre, pues, le
gusta andar suelto y cantar a su antojo por entre las hierbas.
Hay 16 diferentes especies; sin embargo, solamente dos producen el sonido
"co-quí". Los hay terrestres y arbóreos.
Todos los coquíes tienen "almohaditas" en las puntas de los dedos de pies y
manos. Los coquíes no pasan por la etapa de renacuajo y salen del huevo,
siendo una copia pequeñita de sus padres.
El canto del coquí es un canto melodioso y fino. Quién lo escucha y nunca
lo ha visto cree que es un delicado pajarito. Su canto es como un suave
arrullo que puebla las noches de nuestra patria borincana.
http://home.coqui.net/sendero/popupcoqui.htm
Interpretive Mode
Indicate whether the statement is true, false or not stated. If true
or false, indicate where the information can be found in the article.
1.  Coquís sound like parrots. 2.  There are 16 varie7es of coquís that sing “co-­‐quí”. 3.  Coquís sing mostly at night 4.  Coquís are hatched looking like their parents. 5.  Many Puerto Ricans think the song of the coquí is like a lullaby. 6.  Coquís live only in trees. 7.  The sound of the coquí is heard only in Puerto Rico. 19 10/22/13 Meaning does not arrive because we
have highlighted text or used sticky
notes or answered the comprehension
worksheet.
Meaning arrives because we are
purposefully engaged in thinking while
we read.
- Tovani
Presentational
20 10/22/13 Writing 2011
Target Percentage Distribution of NAEP writing tasks
Communicative
Purpose
To persuade
To explain
To convey experience
Grade 8
Grade 12
35
35
30
40
40
20
Common Core Writing Standards
•  Three types of writing •  The writing process •  The quality of student writing •  Writing as integral even for very young students •  Writing across all disciplines and for real purposes Pathways to the Common Core
Accelerating Achievement
Calkins, Ehrenworth, Lehman
21 10/22/13 Writing Anchor Standards
Text Types and Purposes
Production and Distribution of Writing
Research to Build and Present Knowledge
Range of Writing
Writing Anchor Standards
•  W3: Write narratives to develop real or imagined experiences or events using effective technique, well-­‐chosen details, and well-­‐
structured event sequences. •  W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. •  W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. •  W6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. •  W7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. •  W10: Write routinely over shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. 22 10/22/13 Presentational Domains and Common Core
Interpre've Mode Students will read and view short texts on different aspects of Puerto Rican culture.
They will use the information from the texts to create a schedule for their time in
Puerto Rico. They will consider the environmental impact of different tourist
activities and evaluate their schedule in terms of eco-tourism. Presenta'onal Mode Interpersonal Mode Students will create an addi'onal Students will select at random various event for the story Everywhere Coquís. images of Puerto Rico and will role play They will iden'fy another loca'on on a conversa7on to decide what they will the island of Puerto Rico for the coquís do while on vaca7on in Puerto Rico. as they a=empt to escape from the They will discuss the environmental parrots in the rainforest. They will impact of their tourism on the island. select a loca'on, say what the coquís see and do while there and then indicate that they are moving on. 23 10/22/13 Students will create an addi7onal event for the story Everywhere Coquís. They will iden7fy another loca7on on the island of Puerto Rico for the coquís as they aBempt to escape from the parrots in the rainforest. They will select a loca7on, say what the coquís see and do while there and then indicate that they are moving on. W3: Write narratives to develop real or imagined experiences or events using effective technique, well-­‐chosen details, and well-­‐structured event sequences. W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W10: Write routinely over shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Wri7ng is Thinking Wri7ng Makes Thinking Concrete 24 10/22/13 Writers consume more than they produce. •  Read like a writer. •  “Steal” characteris7cs of good text. •  Imitate familiar genres. Keep a wri7ng log. Write about the wri7ng itself. Copy interes7ng sentences and comment on what makes them effec7ve. Consider how the author gets the reader’s aBen7on. Think about how you might use a certain technique. 6 + 1 Traits of Writing
Ruth Culham
• 
• 
• 
• 
• 
• 
Ideas
Sentence Fluency
Organization
Word Choice
Voice
Conventions
+ Presentation
25 10/22/13 Ideas
Ideas make up the content of the piece. Writers
move from the general to the specific. “They
describe the bits and pieces of life, the ordinary,
in extraordinary ways…They have something to
say in their writing that no one else does. Their
ideas come alive!”
Ruth Culham
Use Inquiry
Inquiry is essential to good
writing.
• images, art
• talking
• reading
• viewing
26 10/22/13 Ask the Questions — Write the Story
http://1jour1actu.com/monde/lecture-d-image-enfants-bonheur-mali
Une carte postale arrive 72 ans plus tard
Mardi 1 septembre, 06h16
Cette carte postale est arrivée à la poste de
Monaco la semaine dernière, en provenance
du centre de tri de Nice.
Arrivée le 25 août 2009, la carte avait été
postée le… 11 août 1937!
Postée à Saint-Etienne-de-Tinée, dans les
Alpes-Maritimes, par M. Achierdi, cette carte
postale était destinée à Fernande, sa fiancée.
Une fiancée décédé en 1969…………
27 10/22/13 Picture This
•  Use an image, show for 1 minute, cover, each
student writes words, phrases and sentences
to describe.
•  Segment image into 6 quadrants, show each
quadrant for 1 minute, allow students to write
out of context description
•  Finally show entire image again for one
minute.
6 + 1 Traits of Wrting - Ruth Culham
28 10/22/13 29 10/22/13 30 10/22/13 31 10/22/13 R.A.F.T.S.
Role
Audience
Format
Topic
German
government
citizens of
Guernica
letter
apology for what
was done
Franco
people of Spain
speech
protestation of
innocence
Museum curator
Picasso
newspaper
interview
questions about the
painting and likely
answers
Soldier
Commander
telegram
reasons for defeat
Mother
Diary
journal entry
what happened and
personal thoughts
about war
?
?
?
?
persuade, analyze, create, predict, compare, defend, evaluate
32 10/22/13 Teammates Consult
What are the implications of reaching 7 billion for
the Earth’s population?
Discuss with your group. Then, pick up a pen and write an
answer in your own words.
Sentence
Fluency
“Fluent writing is graceful, varied, rhythmic —
almost musical. It’s easy to read aloud.
Sentences are well built. They move. They are
varied in structure and length. Each one seems
to flow right out of the one before.”
Ruth Culham
33 10/22/13 Write 5 sentences about summer….. It’s summer. It’s hot. I love to swim. I like the beach. I like to play volleyball. Teach transitions
but
and then
at first
however
often
later
perhaps
by the way
on the contrary
and
briefly
also
still, always
as, like
for example
in this way
suddenly
because
especially
in any case
finally
now
34 10/22/13 Building Blocks
Rosita made tortillas________ _______
where ?
__________
when ?
__________
at what time?
with whom?
_________.
why?
Organization
“Herding cats…..The art of getting those ideas
together, heading them out on the trail with a
great sendoff; creating sequence, transitions,
and a fine sense of pacing along the way; and, at
the end of the drive, rounding them up…..”
Ruth Culham
35 10/22/13 An unusual meal…..
Write a topic sentence with at least (10) words. Sentence 2 Sentence 3 Sentence 4 Write a closing sentence with at least (10) words. Word Choice
“Word choice is about the use
of rich, colorful, precise
language that communicates..
in good descriptive writing,
strong word choice clarifies
and expands ideas. In
persuasive writing, it moves
you to a new vision of things.
In narrative writing, it
creates images in your mind
that are so real, you feel like
you are part of the story
itself.”
Ruth Culham
36 10/22/13 Acrostic Poetry
P aris, a dynamic city with
A rtistic museums and monuments,
R ich in history
I nvites connoisseurs of life to
S ites of great appeal.
http://www.shadowpoetry.com/resources/wip/types.html
Cinquain Poetry
Subject
noun, noun
adjective, adjective, adjective
short sentence or phrase about the subject
restate the subject
Paris
museums, monuments
dynamic, exciting, alive
a cultural tapestry this
City of Lights.
37 10/22/13 Brevette Poetry
subject (noun)
verb (ongoing action, stretched out when typed)
object (noun)
students
t a k e
tests
teachers
g r a d e
papers
Summers
g i v e
relief
Loop Poetry
In Loop Poetry there are no restrictions on the number of stanzas nor on
the syllable count for each line. In each stanza, the last word of the first
line becomes the first word of line two, last word of line 2 becomes the
first word of line 3, last word of line 3 becomes the first word of line 4.
This is followed for each stanza.
What a joy to travel
Travel to see places
Places that are different
Different people to meet.
Who am I now?
Now I have changed
Changed by experiences
Experiences that are memories.
38 10/22/13 Expand a Headline
Cómo orientar a los niños ante
el paso de un huracán
http://www.elnuevodia.com/comoorientaralosninosanteelpasodeunhuracan-1288920.html
Voice
“Voice…..the sense that a real person is speaking
to you and cares about the message. It is the
heart and soul of the writing the magic, the wit,
the feeling…..”
Ruth Culham
39 10/22/13 What Peace Means to Me
Said Mohamed, 4th grade
I came from Somalia. There was a war there. People were
getting hurt. Bombs were dropping. I could hear guns. At night
they woke me up. Two of my brothers were fighting in the war.
One brother was nineteen and one brother was twenty-six. They
both got killed.
One night the bad guys came into our house. We ran out the
back. They stole my mom’s jewelry. My uncle wanted to stay and
fight, but my dad told him, “No!”
We went to Ethiopia to get away. Sometimes we rode in a
truck, or on camels or we walked. I closed my eyes so I wouldn’t
see bad things. We never went back to our house in Somalia.
After one year we came to America. I hope they never have a
war in America. People need to show love. That is PEACE!
Dialogue Journal Prompts
Lead ins….
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
• 
It’s awful when I can’t…
When I’m bored…
What I like most about myself…
Something strange I saw….
I couldn’t sleep…
What does it mean to be (lazy)?
I went to the end of the rainbow and
found…
I have a dream…
When I see (red), I think…
I am happy when…
Next year I want to…
Topic words……
•  Homework
•  A fast food restaurant
•  Snow
•  Hero
•  Zoo
•  Money
•  Vacation
•  Car
•  Friend
•  Animal
•  Jewelry
http://www.cal.org/resources/Digest/peyton01.html
40 10/22/13 Daily Writing Prompts
•  March 30
On this day in 1858, the patent for a pencil with an attached eraser was issued.
Taking your pencil’s point of view, what do you think a typical day in your
classroom would be like?
•  March 21
Today is “Children’s Poetry Day.” Using your favorite form of poetry, write a
poem about what it means to be a kid. Think about the advantages and
disadvantages.
•  March 16
On this day in 1751, our 4th President, James Madison was born. Madison was
the oldest of twelve (12) children. What do you think would be the advantages
and/or disadvantages of having eleven (11) siblings? Would you like to have
eleven younger brothers and sisters?
•  March 8
March 8th is “Working Women’s Day.” Many people feel that being a stay-athome-mom is full-time job. Do you agree or disagree and why?
•  March 6
On this day in 1912, Oreo Cookies were sold for the first time. Describe to
someone how you like to eat your Oreo.
http://www.theteacherscorner.net/daily-writing-prompts/index.htm
Two Voice Poems
http://www.writingfix.com/PDFs/Comparison_Contrast/
Poem_Two_Voices.pdf
41 10/22/13 Conventions
“Students in classes where conventions are
valued over everything else get a distorted view
of writing…Effective writing classrooms are
places where there is a balance between creating
interesting, informative, imaginative texts, and
editing those texts for conventions.”
Ruth Culham
Great Art of France: Virtual Visits
Elle s’appelle Mona Lisa. Elle a
32 ans. Elle n’est pas jolie, mais
elle n’est pas laide, non plus.
Elle a les cheveux longs, pas
noirs, pas blonds......
42 10/22/13 Yesterday – Today - Tomorrow
What did
you do?
What are
you going
to do?
What are you doing?
Structured Wri7ngs Consider the difference…… Comment on a current event:
Include: •  a verb that uses “avoir” •  a verb that uses “être” •  a reflexive verb •  two adjec7ves •  two connectors Include: •  explain what has happened •  comment on what is happening •  predict what will happen under different circumstances •  end by giving your thoughts on what should happen 43 10/22/13 Presentation
“It takes a great deal of effort
to overlook a piece’s visual
problems and respond to its
ideas, organization, voice,
word choice, sentence
fluency, and conventions.
How the paper looks
influences our reaction to it,
no matter how hard we try to
keep it from creeping into
our overall assessment.”
Ruth Culham
http://novastartalk.nvcc.edu/
44 10/22/13 glogster.com
http://www.glogster.com/lterrillindy/el-yunque/g-6lejmt2gvpasr5pfn4bbva0
padlet.com example provided by Julie Hoyt 45 10/22/13 Summarize
Four Two One “If you want to feel secure,
Do what you already know how to do.
If you want to be a true professional and continue to grow…
Go to the cutting edge of your competence,
Which means a temporary loss of security.
So whenever you don’t quite
know what you’re doing,
know you’re growing!”
Madeline Hunter 1987
46 10/22/13 Laura Terrill
World Language / ELL Consultant
Email: lterrill@gmail.com
Wiki: lauraterrill.wikispaces.com
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