Have Reading Compehension in the Modern Language, not English

Recently a colleague shared that a certain school had students respond to the chapter test  reading passage in English.  He shared that the students responded to all the other parts of the test  in the modern language; they wrote a mini-composition, they wrote out answers to oral questions, etc. He felt it was inconsistent with the other testing parts and missed the ACTFL 90% in the modern language concept.

Students can respond in many ways to a modern language reading comprehension passage other than in English.These activities do not require students to produce complete sentences.
A) They read statements about the passage and indicate if the modern language statements are True or False.  John leaves at seven thirty  Yes  No
B) They answer modern language multiple choice statements/questions   John has English at A-8:00, B-9:00  C-10:00  D- 11:00
C) They answer each modern language question in one to three words in the target language  Where is John?   School
D) They select the appropriate picture of objects, people or scenes.  Which scene is being described in the passage?  A, B or C
E) They underline the answer in the passage and put the question number next to it.   John goes to Science after lunch. (in the modern language)  3. When does John go to Science?  after lunch 3
F) They do a matching with the modern langauge questions on the left side and the answers in scrambled order on the right.
G) They read and answer each modern language question word with one to three words.
(in modern language)  Who?   What?   Where?   When?  How many?
H)  They complete incomplete modern language statements about the reading.   John does not like _______ class.
I) After reading, they label a picture. After reading a passage about two sisters, they identity in a picture which sister is which, what each sister has in her backpack, etc.

Teacher can decide whether to use literal questions (the answer is physically in the passage  John arrives at school at eight o’clock  Question When does he arrive at school? ) or inference questions (Students have to infer the information from the passage, the information is not directly stated    John leaves school at three.  How many hours is he in school?  Students finds out when he arrived and when he leaves and calculates the total).

Let’s immerse students in the modern language in reading comprehension. Let’s help our student feel that they are capable of reading, understanding, and responding in the modern language.
In what language do your students respond to reading passages?

At http://bit.ly/tpthtuttle,  I have 30+ ready-to-use activities (about 24 for Spanish and 6 for all Modern Language) to develop student’s spontaneous speaking starting with highly structured or scaffolded speaking for beginning students. Students work in pairs to communicate and they usually assess each other in a formative assessment manner.

My ebook, Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash.  It contain many activities to help students advance through the Can-Do statements with half the activities focusing on interpersonal communication/ speaking.

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many communicative and cultural activities for students to don on their smartphone or tablet, http://bit.ly/tsmash

Increase Modern Language Learning Time: Move beyond Translation

Translation. Teachers may spend class time in having students “learn” vocabulary by doing translation activities such as saying flashcards in pairs, running up to the board to write the modern language word for the said English word, playing flyswatter to say the modern language word for an English word card before the other students in their group, etc. Often these games take ten minutes or more.

Language Use. When teachers move from translation to language use, students quickly solidify their learning in the target language. A teacher may introduce classroom vocabulary by showing a picture of the word and the modern language word under it. (see a picture of a chair, see the modern language word for chair, and hear and say the modern language word for chair). After the introduction to the words, the teacher moves to asking target language questions that incorporate the learned vocabulary by either using different pictures or real objects. “Is this a chair?” as the teacher points to a classroom chair, “Is the chalkboard red?”, and “Does John have two notebooks?” as the teacher holds up John’s notebook. The teacher watches as students signal thumbs up for “yes” or thumbs down for “no”. Then the teacher has the students say their own sentences to a partner such as “The door is brown”, “There are three windows”and “Ana has a pink backpack.” The teacher can provide a sample sentence to help students with each of the sentence structures if they need the scaffolding. Students can make up some true statements and some false statements and their partners tell if each  statement is true or false.

In the translation exercise, students spend ten minutes in going from English to the modern language words. They never move beyond vocabulary translation. In the second language use exercise in the same ten minutes, the students did not translate. They heard the new vocabulary in meaningful statements in a realistic situation. They actually said basic sentences with the new vocabulary. The second teacher has gained much time in the classroom since students use the new vocabulary to communicate.

At http://bit.ly/tpthtuttle,  I have 30+ ready-to-use activities (about 24 for Spanish and 6 for all Modern Language) to develop student’s spontaneous speaking starting with highly structured or scaffolded speaking for beginning students. Students work in pairs to communicate and they usually assess each other in a formative assessment manner.

My ebook, Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash.  It contain many activities to help students advance through the Can-Do statements with half the activities focusing on interpersonal communication/ speaking.

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many communicative and cultural activities, http://bit.ly/tsmash

Enough Meaningful Modern Language Vocabulary to Communicate

Some textbooks provide the students with just a few vocabulary words so the students can practice the grammar point of the unit. For example, the textbook presents the verb “to be” and then provides five places the students can be. However, the students usually want to say a real place that they can be, not the ones that the textbook has selected for them. A textbook needs to offer students many vocabulary words so that the students can select those words that have meaning for them, that help the students to express what they want to say about the topic.  When students engage in meaningful communication, they use words that are important to them.

Students can have active vocabulary, i.e. words that can use  to communicate about themselves, family or friends and passive vocabulary, i.e. words that they can recognize when heard or read. I usually present my students with long lists of vocabulary for a topic and ask them to recognize all the words in the list but to be able to actively use at least six of the words to describe themselves, family or friends. For example, when  I present personal adjectives, they have a long list. I quickly pronounce the words and have them pronounce the words. Then, the students  scan the list to find words that actually do describe themselves, their  father/mother, brother/sister or a close friend. They “study” those words.  They prepare to describe themselves, family and friends. As they listen to other students describe themselves, family or friends, they passively hear many other adjectives.

Students can learn a handful of words that accurately describe themselves, family and friends. On the other hand, when teachers give students a list of thirty or more words for a topic and require the students to actively learn all the words, students often do poorly. Such a long list is not productive nor meaningful to the students.

Do you supply your students with sufficient vocabulary that they can communicate what they want to about the topic, not what the textbook wants them to talk about?

At http://bit.ly/tpthtuttle,  I have 30+ ready-to-use activities (about 24 for Spanish and 6 for all Modern Language) to develop student’s spontaneous speaking starting with highly structured or scaffolded speaking for beginning students. Students work in pairs to communicate and they usually assess each other in a formative assessment manner.

My ebook, Modern Language Proficiency: Can-Do Strategies is available at  http://bit.ly/tsmash.  It contain many activities to help students advance through the Can-Do statements with half the activities focusing on interpersonal communication/ speaking.

At http://bit.ly/tpthtuttle, there are four modern language culture inquiry activities and one Spanish culture inquiry activity.  My ebook, 90 Mobile Learning Modern Language Activities ebook contains many communicative and cultural activities, http://bit.ly/tsmash