Visual PQA vPQA I just cannot do PQA!!!! This TCI thing is hard!!!

Many thanks go to… The contents of this presentation are based on the work of Julie Soldner, middle school teacher at Merrill Middle School in South Central Denver and information culled from Ben Slavic’s PLC.

The three steps of TPRS  Establish meaning via translation in English, gesturing, and personalized questions and answers aka PQA  Ask a class story.  Read

Why vPQA “Literate brains crave self-expression in writing and speech and cannot and should not be putoff.” Suzy Livingston, Denver area teacher “I just cannot do stories but I know this TCI idea works and want to implement it in my class, but how?”

When it needs to look like school  Are you required to teach things like day, date, weather, time, months, colors, etc?  Are you required to have a “Do Now” on the board as students are entering the class?  Do you look for CI ideas that look like “school” and both honor the method and satisfy administrators, parents, and students?

What is vPQA Visual PQA is a way to encourage beginning level student output supported by images and text while at the same time providing a point of departure for the teacher to engage students in personalized questions and answers.

Quelque choses à faire le nouveau vocabulaire (cahier 1) Il/elle attend Il/elle va travailler Il/elle conduit Il/elle entend Il/elle pose une question Il/elle s’inquiète (de) he/she is waiting for/ waits for he/she is going to work he/she is driving/drives he/she hears He/she asks/ is asking a question He/she worries/ is worrying (about)

Quelque choses à faire… Dans vos cahiers, écrivez vos réponses en phrases complètes, s’il vous plaît! (cahier 2) 1.Quelle est la date aujourd’hui? 2.Quel temps fait-il? *************************************** Écrivez en français s’il vous plaît 1.Pépinot is waiting behind the gate. 2.Pierre receives some bad news. 3.Clément Mathieu approaches Fond de l’Étang.

Prière de lundi Jesus Christ, Apostle of the Eternal Father God our Father, after Jesus’ baptism, He was sent out to begin the work He was called by God to do. St. Vincent says that through our baptism, we are sent out because we all have something to contribute. What are my gifts and talents that I can contribute to spread God’s love to my family and friends today?

Aujourd’hui c’est lundi le treize avril Il fait du soleil et il fait chaud! Pépinot attend derrière le portail. Pierre reçoit de mauvaises nouvelles. Clément Mathieu s’approche de Fond de l’Étang.

Quel temps fait-il? Il fait chaud. Il fait frais. cinquante (50) degrés +/- Il fait froid.

Quel temps fait-il?

Où es-tu allé(e)? Je ne suis pas allé(e) au centre commercial à la plage à la montagne au restaurant en ville au cinéma

Qu’est-ce que vous avez fait pendant les vacances? J’ai joué au baseball. J’ai joué au basket J’ai joué à lacrosse J’ai joué au golf. J’ai fait de l’athlétisme J’ai fait du babysitting

Qu’avez-vous fait pendant les vacances? J’ai fait de l’aviron. J’ai joué au tennis. J’ai voyagé.

en Floride au Canada en Californie chez mes grand-parents à Paris Je suis allé(e)…

J’ai dansé Je n’ai pas dansé Tu as dansé? Il/elle a dansé J’ai mangé Tu as mangé Il/elle a mangé J’ai étudié Je n’ai pas étudié Tu as étudié Il a étudié Elle n’a pas étudié J’ai dormi Je n’ai pas dormi Tu as dormi Il a dormi. Elle n’a pas dormi

Simon dit! l’épaule le pied les cheveux le bras le visage le genou

vPQA of structures Creating a Deck

Il s’inquiète (de) He worries, is worrying (about) image: pixshark.com

Il s’inquiète de l’argent. Image: goldcall.wordpress.com

Les élèves s’inquiètent de leurs notes. Image: salinasdentalhealth.com

La fille s’inquiète de ses notes. Image: actu-culture.nouvelobs.com Est-ce que tu t’inquiètes de tes notes? Je m’inquiète de mes notes Je ne m’inquiète pas de mes notes.

Les parents s’inquiètent de leurs enfants. Est-ce que vos parents s’inquiètent de vous ? Oui, mes parents s’inquiètent de moi.

Est-ce que vous vous inquiétez de l’avenir? gateway.aurorak12.org; clipartpanda.com Je m’inquiète de l’avenir. Je ne m’inquiète pas de l’avenir.

De qui est-ce qu’Elsa s’inquiétait? De quoi s’inquiétait-elle? Elsa s’inquiétait d’Anna et elle s’inquiétait de ses pouvoirs.

De qui est-ce que Chabert s’inquiétait? Chabert s’inquiétait des garçons et de Clément Mathieu,

Est-ce que Le Querrec s’inquiètait du Père Maxence? Il ne s’inquiétait pas de lui.

Est-ce qu’il est bon de s’inquiéter tout le temps?

Est-ce qu’il est normal de s’inquiéter de temps en temps?

Quand est-ce que tu t’inquiètes? Je m’inquiète… avant les examens après les examens avant un match quand mes amis sont tristes quand mes parents sont fâchés quand je conduis quand je rate un examen quand mes amis ne répondent pas à mes textos.

Step 2: The Story  Have a script ready and ask a story.  Hopefully some of the information discussed in vPQA can be woven into the story line – the more personalized to the class the better.  Get your student actors up.  Have all of your jobs pre-assigned and ready to go.  Take pictures of the action for a storyboard.

Step 3: Read the class story  Read and discuss  Pop-up grammar  Read a variant of the story  Do an embedded reading

Extension activity 1 Le Débat credit Julie Soldner and Ben Slavic Je suis d’accord! Selon moi…. Je pense que Elle/il a raison Je ne suis pas d’accord À mon avis… Je ne pense pas que Elle/il n’a pas raison

Règles du débat credit: Ben Slavic PLC and Julie Soldner  Go to the middle of the room and wait silently.  Listen to statement and decide if you agree or not.  Walk to the side of the room or the other where signs indicate “Yes, I agree” or “No, I do not agree.”  With your group, prepare to defend your position. Can be L1 for beginners.

Le Débat  Students function as teams to answer questions.  Follow the energy.  Example: John thinks it’s normal to worry about grades all the time.  Example: Courtney thinks that Apple iPhones are better than Samsung

More debate pointers  Debate questions come from class notes on student comments made earlier in the vPQA and given to the teacher by a key student called the “Debate Captain”.  DC gives statement to teacher who quickly sets up a slide – could be another student job?

Another Debate: To require a notebook or not? Julie’s take on notebooks… they are required!  Section 1: Vocabulary from “Do Now” at beginning of class.  Section 2: Do now responses – write complete sentences for day, date, weather, translation, etc.  Section 3: Writing – free writes, timed writes, relaxed writes, dictations.

Notebooks  Section 4: Readings- Handouts of all step 3 readings. Source of homework. Take home and read to parent. HT Mike Coxson: Color code paper, put a place for parent signature, student must translate story to parent and point out any grammar points discussed, take a selfie with the parent holding up the reading. Show selfie and signed reading to me the next day.

Notebooks  Section 5: Homework. Julie moves signed reading here and includes the metacognitive self-evaluations based on self-reflection on how well student aligned with ACTFL’s Interpersonal mode of communication.  I would leave readings in Reading and save Section 5 for song lyrics and self-evaluation.

Some of the benefits  My board was less cluttered since I was less tempted to go “out of bounds” with vocabulary.  Since I was “untethered” from the chalk board, I was free to roam the room with my laser – classroom management was easier and more personal.  Plenty of “points de départ” for follow up questions.

Benefits…  Helped me to stay on the structure and in the target language.  There was an additional reading layer added – sound letter correspondence.  Students had a way to help them respond. Especially helpful for first person reps.  Another student job is created: The Slide Switcher (credit: James Hosler)

Benefits  Great use of technology. The Ppt instead of being passive “supports human communication”. HT Ruth Fleishman  Honors kids ideas and gives them a voice.  Allows for scaffolding from simple to complex.

Additional vPQA Pointers  Keep slides on structures to about 20.  Try to find humorous pictures.  Try to use pictures of your students i.e. Students sleeping in class, on a table in the lunch room, under a table in the lunchroom, playing sports, band practice, etc.  Stay in-bounds; don’t go too wide!