AP SPANISH LANGUAGE

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AP SPANISH LANGUAGE

• Preparing our students for challenging
  expectations in Spanish communication

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WHAT SHOULD OUR STUDENTS KNOW AND BE ABLE TO DO?

• Lets look at the claims and evidence (from AP
  Central)!

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EXPECTATIONS

• CLAIMS about students who score a 3, 4, 5
  (As stated on the AP Central Web site)
• The student has strong communicative ability in
  Spanish in the Interpersonal, Interpretive, and
  Presentational modes.
• The student has a strong command of Spanish
  linguistic skills (including accuracy and
  fluency) that support communicative ability.
• The student comprehends Spanish intended for
  native speakers in a variety of settings, types
  of discourse, topics, styles, registers, and
  broad regional variations.

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EXPECTATIONSClaims (continued)

• The student produces Spanish comprehensible to
  native speakers in a variety of settings, types
  of discourse, topics, and registers.
• The student acquires information from authentic
  sources in Spanish.
• The student is aware of some cultural
  perspectives of Spanish-speaking peoples.

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EXPECTATIONS EVIDENCE shown by students who
score a 3, 4, 5 (As stated on the AP Central Web
site)

• Identify and summarize the main points and
  significant details and make appropriate
  inferences and predictions from a spoken source,
  such as a broadcast news report or a lecture on
  an academic or cultural topic related to the
  Spanish-speaking world.
• Identify and summarize the main points and
  significant details and predict outcomes from an
  everyday conversation on a familiar topic, a
  dialogue from a film or other broadcast media, or
  an interview on a social or cultural topic
  related to the Spanish-speaking world.

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EXPECTATIONSEvidence (continued)?

• Identify and summarize main points and important
  details and make appropriate inferences and
  predictions from a written text such as a
  newspaper or magazine article or contemporary
  literary excerpt.
• Write a cohesive and coherent analytical or
  persuasive essay in reaction to a text or on a
  personal, academic, cultural, or social issue,
  with control of grammar and syntax.
• Describe, narrate, and present information or
  persuasive arguments on general topics with
  grammatical control and good pronunciation in an
  oral presentation of two or three minutes.
• Use information from sources provided to present
  a synthesis and express an opinion.

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EXPECTATIONSEvidence (continued)?

• Recognize cultural elements implicit in oral and
  written texts.
• Interpret linguistic cues to infer social
  relationships.
• Communicate via Interpersonal and Presentational
  written correspondence.
• Initiate, maintain, and close a conversation on a
  familiar topic.
• Formulate questions to seek clarification or
  additional information.
• Use language that is semantically and
  grammatically accurate according to a given
  context.

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SPECIAL CHALLENGES

• They need it all!

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STUDENTS NEED

• Rich, varied vocabulary, vocabulary,
  vocabulary!!!!
• Command of elementary structures and the ability
  to communicate in various tenses in both moods.
• The ability to synthesize and develop cohesive
  writing and speech.
• The ability to comprehend different genres of
  written and spoken language with a variety of
  dialects and accents.
• The desire to challenge themselves and raise the
  bar personally to be the best they can be!

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BENEFITS OF THE NEWER EXAM?I can see these now!

• More global, holistic exam/rubrics
• The rubrics are more forgiving than before with
  the focus being grammar.
• Higher order thinking skills
• More real world skills with focus on world issues
  and culture
• Synthesis is cross-curricularsame expectations
  in other higher level courses.
• Integration of skills is vital to everyday
  communication.

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THE AP SPANISH LANGUAGE EXAM

• Now lets take a look at the exam!

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2009 AP SPANISH LANGUAGE EXAM

• Handout
• Section I Multiple Choice (50 score)?
• Listening (20) and Reading (30)?
• Section II Free Response (50 score)
• Writing (30) and Speaking (20)?

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SECTION I MULTIPLE CHOICE

• Listening
• Short dialogues and narratives without
  questions written out
• Variety of contexts
• Variety of accents and registers
• Usually in order
• Noise and natural atmosphere

• Strategies
• Train students to listen for setting.
• Train students to read over options for short
  selections first.
• Can be trickywords used may lead students to
  wrong choice.
• LISTEN, LISTEN, LISTEN (See handout of authentic
  resources.)?
• Sharing

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SECTION I MULTIPLE CHOICE (continued)?

• Listening
• Long dialogues and narratives with questions
  (not spoken aloud)?
• 2 minutes to read over
• Listen
• 2 minutes to complete
• Some students complete as they go, others take
  notes and complete later.
• Can be very long5-8 minutes!

• Strategies
• Read, listen for any sources, setting, general
  informationhelps with context.
• Some students complete as they go, others listen
  intently and take notes, completing the multiple
  choice in the 2 minutes later.
• Students need to discover what works best for
  them.
• LISTEN, LISTEN, LISTEN!!!
• Sharing

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SECTION I MULTIPLE CHOICE(continued)?
Reading Comprehension Journalistic and/or
literary selections followed by multiple-choice
questions.

• Strategies
• Note source for more contextual information.
• Quickly scan questions/options.
• Note any visual components.
• Underline, circle, anything to help focus on what
  you may need later.
• May need to insert an additional sentence.
• Need to make cultural inferences.
• READ, READ, READ (See handout.)?
• Sharing

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GENERAL RECOMMENDATIONS FOR ALL MULTIPLE CHOICE

• Tell students to concentrate on what they KNOW
  not on what they dont know. Dont get hung up
  on unknown vocabularythey will not know it all!
• Word root and word family strategies (handout)?
• Dont be tricked!
• Guess if you can eliminate 2 answers.

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SECTION ll FREE RESPONSE

• Interpersonal (Informal) Writing
• 10 minutes, 60 words or more.
• Context may be email, short note, business, etc.
• Focus on task completion, topic development, and
  language use.
• 10 free response score

• Strategies Prep Book Excellent help
• Register
• Salutation
• Address each bullet point.
• Closing
• Tensesattention to bullets.
• Target 65 70 words and leave time to edit.

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SECTION ll FREE RESPONSE(continued)?

• Presentational or Formal Writing
• 55 minutes, 200 words or more.
• Integrated skills (Listening, Reading, Writing)?
• 3 fuentes (2 written, 1 oral)?
• Synthesis, not summary!
• Cite sources throughout.
• Cohesive writing

• Strategies
• Underline and take notes while reading and
  listening.
• CITE sources.
• Recognize, interpret, infer, evaluate, and
  synthesize.
• CAUTION Do not simply summarize each source
  independently synthesis is key!
• Thesis (paragraph), development (2-3 paragraphs),
  conclusion (paragraph)?
• TRANSITIONS (handout)
• RICH vocabulary
• Goal 230 words, allow edit time.

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SECTION ll FREE RESPONSE(continued)?

• Interpersonal (Informal) Speaking
• Simulated interpersonal conversation
• Interact/role play 20 seconds per response.
• 5-6 opportunities to speak
• Focus on task completion, topic development, and
  language use.
• 10 speaking score

• Strategies
• Read over outline (Twice 30 secs. 1 minute)
  and jot down ideas.
• Attention to register (Dont flip flop!)?
• Listen for tenses!
• Address each bullet point.
• Use muletillas. (Handout)?
• Self-correct
• At about the penultimate time they speak, there
  is a curve thrown!
• Cross off or check prompts completed Students
  can get lost or confused.

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SECTION ll FREE RESPONSE(continued)

• Presentational or Formal Speaking
• 2 fuentes (1 oral, I written)?
• Integrated skills (Listening, Reading, speaking)?
• 5 minutes to read, then listen, 2 minutes to
  plan, 2 minutes to speak.
• Synthesis, not summary!
• Cite sources throughout.
• Cohesive speaking
• 10 speaking score

• Strategies
• Underline and take notes while reading and
  listening.
• CITE sources.
• Recognize, interpret, infer, evaluate, and
  synthesize.
• CAUTION Do not simply summarize each source
  synthesis is key!
• Thesis, development, conclusion.
• Compare and contrast! (Handout - organizers)?
• Goal Fill 2 minutes.
• RICH vocabulary
• TRANSITIONS (handout)?

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GENERAL RECOMMENDATIONS FOR FREE RESPONSESECTIONS

• Teach students to use the rubrics
• ALWAYS FOCUS ON Task completion, Topic
  development, Language Use
• Consider having them evaluate themselves to check
  against your score.
• Use Blooms verbs in Spanish for higher order
  thinking http//d228.ubiobio.cl/nuevacarpeta/taxo
  nomiabloom.html
• Fill time in speaking sections!
• Be confident and say something when prompted!
• Dont listen to those around youkeep speaking
  even if they stop!

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JURIED SCORES

• Practice and Discussion

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JURIED SCORES

• Interpersonal and Presentational Writing Read and
  score in small groups.
• Share and discuss.
• Interpersonal and Presentational Speaking Listen,
  take notes, score in small groups.
• Share and discuss.

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SPECIAL TECHNIQUES

• Lets explore and share!

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WHAT WORKS IN MY CLASSROOM

• My Web site I make a lot available to my
  students at all timesConnect them when I am not
  with them!
• Summer Review Focusing on the four domains
  listening, speaking, reading and writing
• Syllabus Printable from my Web site
• News journals 1 audio and 1 written per week or
  every two weeks. Laterthey can choose related
  news to analyze and compare.
• Vocabulary Triángulo workbook and the
  auto-pruebas

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WHAT WORKS IN MY CLASSROOM (continued)?

• Extra speaking and listening
• Writing - Self-correction and reflection Coding
  of first drafts with rubric scores revision
  student scores self.
• Audacity Get familiar with recording.
• Use graphic organizers for audio sources to help
  with Comparing and Contrasting
• NO ENGLISH EVER, unless a grammar explanation
  merits it!!!
• Consider the National Spanish Exam for extra
  practice http//www.nationalspanishexam.org/prac_e
  xam.htm

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AUTHENTIC RESOURCES

• Examples and Sharing

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AUTHENTIC LISTENING AND READING NEWS RESOURCES

• http//spanish.wn.com/
• http//libraries.mit.edu/guides/types/flnews/spani
  sh.html
• http//www.un.org/spanish/News/
• http//news.bbc.co.uk/hi/spanish/news/
• http//www.newseum.org/todaysfrontpages/pop_up.asp
  ?fpVnameSPA_PAISref_pgemaptfp_mapEurope
• http//www.formato21.com.mx/

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LISTENING RESOURCES

• http//notesinspanish.com (Conversaciones por
  tema/castellano)?
• http//www.palabravirtual.com/ (Una colección de
  poemas en varios formatos audio, video y texto)?
• http//www.stereojoya.com.mx/ (Música en
  español) 
• http//www.los40.com.mx/player/Radio/40Principales
  /
• http//www.los40.com.mx/radio.aspx
• http//www.laits.utexas.edu/spe/siteindex.php
  (Various topics and countries/pronunciation)?
• http//albalearning.com/ (Audio books,
  literature)?

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GRACIAS!

• Buena suerte en el examen!