IPA Template

In my class, each component is a separate test grade, making it easier for me to compare and contrast progress in the three modes–since I can’t technically do standards-based grading.

I have a sequence that served me well last year, so I combined the documents into a bundle for TeachersPayTeachers for Back to School this year in hopes they might help other people!

Here’s what you will find in the bundle!

You can select any text to go with this document and simply plug in the type (e.g. infograph, blog post, Wikipedia article), title, and URL if it is online. Some texts I have used on previous IPAs include:

NOTE: I do tend to change them up every year, for interest’s sake, and it helps avoid cheating.

I mostly post this to Google Classroom with the text linked and give them a 90-minute class period to work on it. Some will only fill in the 5 slots provided, but most will keep going, in my experience. I grade whatever they want to give me–it’s in their hands.

I have also printed this on a 2-sided page before and copied the text I wanted to use. I let them highlight and copy when I do it on paper, but it’s a little more tedious. I also had to print extra copies of page 2 for MANY to get out everything they understood!

This template could also work for listening in a pinch, but again, it’s almost necessary to copy the Spanish to know what part of a video they’re referring to, and looking up time stamps is tedious. I tend to use Vibby for the listening portion, which is not something that can be turned into a template.

Interpersonal mode is by definition spontaneous, but spontaneous speech in the second language is by definition intimidating for most normal people. Having them prepare a presentation helps provide

1. direction for what they want to say
2. nonverbal cues when they forget or get lost
3. a sense of confidence

The bundle includes a very, very basic Powerpoint template which I post for them on Classroom at least 3 days ahead of time as well as printable score cards like I use (when I don’t resort to index cards) while they speak. If you don’t have access to Classroom or another LMS, you could also just have them draw on index cards for their cues, or, heck! Bring back cutting up magazines! I do, after all, count the preparation as a separate “homework” grade, but students are still required to speak when it’s their turn, with or without it–and I have had some AWESOME results that way too!

I recommend setting aside at least 2 class periods on the block schedule for getting through all the groups and probably 3 on a non-block schedule.

This one is mostly lines. I do print this and have them write by hand instead of posting this to Classroom because it helps avoid Translator temptation and gets them to work more from their brains. The AAPPL descriptions are on the side, though, and I have them highlight how they think they did at the end (I do think it makes a few go back and add more!) 

I find having them write anything they can think of gets a lot more out of their heads, and having a few suggestions of topics they could write on at the top gets them thinking when they run out of things to say.

The good news is that this typically only takes about half an hour for most students (although some who fill up the back will take a whole class period if I let them.)

In case you want to copy and paste these into Classroom, this page has what you will need beyond the attachments themselves above.

AAPPL descriptions are included on the Reading Template, the Speaking Powerpoint, and the Writing Template, but the performance level I expect shifts every six weeks in my semester-long course, so I provided an easy to copy version of each shift that you could add to Classroom assignments for clarity.