Read-On StarTalk 2016 Home

- Complete Elementary Unit
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- Complete Elementary Unit
- Complete Middle School Unit 
- Complete High School Unit 
- Complete College Unit

Read-On StarTalk 2018 Home

- Complete Elementary Unit
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- Complete High School Unit
- Complete College Unit 

July 21, Day 0(Thursday)

Participants arrive - evening - introductions and orientation
Hand in boarding passes to your Team Leaders.

9:00-9:15 - Welcome from Dr. Margaret Freije, Academic Dean of the College

9:15-10:05 - Overview of the “Read-On” Startalk Program:

history, goals for 2016, integration of assigned readings, final project, daily schedule, role of team leaders and leadership staff, meals, evenings, QUESTIONS?  (Claudia)

10:05-10:15 - Complete Startalk Consent Form (Claudia)

10:15-10:20- Break

10:20-10:50 - Self reflection and group discussion: how do you teach characters in your classroom? (introduction - Claudia) (Discussion in mixed-level teams lead by Team Leaders)

10:50-11:45 Character retention related studies (Ke Peng)

11:45-1:00 - Lunch (Hogan Campus Center)

1:00-1:30 - An overview of Proficiency and Performance (Sara)

1:30-2:00 - An overview of Backward Design.  (Ya-Ching)

2:00-2:45  - Thematically-focused, standards-based teaching (Ya-Ching)

2:45-3:30 - Student-centered classrooms and task-based learning involving 3 modes of communication (Brooke)

3:30-3:45 - Break

3:45-5:00  Where characters fit in all of this. (Claudia)

Evening

6:00 -7:30 Dinner

Full-Day guest expert workshop: Dr. Michael Everson - An Overview of Literacy Development for Students of Chinese as a Foreign Language
9:00-12:00

• How we construct meaning From text—A lesson from the Smithsonian Institute
• Chinese Characters: The building blocks of word recognition and reading

10:15-10:30 - Break
10:30-12:00

• We read for different purposes
• What constitutes reading fluency?

12:00-1:00 - Lunch
1:00-3:00

• The importance of writing in the Chinese curriculum
• The importance of text structure

3:00-3:15-Break
3:15-5

• Making our students strategic readers
• Conclusion: Guiding principles for L2 Chinese literacy development

9:00-9:30 - Discussion of Dr. Everson’s workshop (Baozhang He)

9:30-10:15 - The component parts of characters (readings 1-4) and learning by noticing:

• Overview of the component parts of characters (Claudia)
• Radical Awareness and Phonological Awareness (Brooke Cheng)

10:15-10:30 - Break

10:30-12:00 - Learning activities focusing on the component parts of characters; In teams, create a character knowledge checklist in preparation for assessing learning (Meng Yeh)

12:00-1:00 - Lunch

1:00-1:30 - In teams, develop 2 learning activities and one formative assessment activity on character structure

1:30-2:15 - Share activities and assessments

2:15-3:00 - Is writing Chinese a waste of time? (readings 5 and 6)
The role of hand-writing in Character acquisition. (Peng Ke)

3:00-3:15 - Break

3:15-4:00 Group work: Select a theme and a set of characters with the same radical with high semantic content, and coming up with an activity for students that helps them notice and learn the radicals.  (Do this in grade-level teams.  Team leaders lead the discussion)

4:00-5:00 - Sharing and discussion of your material with the whole group

6:00-7:30 - Dinner
Evening

9:00-10:15

• Word boundaries in Chinese (reading 7) and
• The importance of automaticity in character and word identification (reading 8) (Baozhang He)

10:15-10:30 - Break

10:30-11:30 - In grade level teams, develop 2 authentic, real-world tasks appropriate for the proficiency-level and grade-level of your students based on the authentic 高考 passage that involve the skills of scanning and skimming.  (Claudia)

11:30-12:00 - Share your tasks with the group in PPT format.

12:00-1:00 - Lunch

1:00-2:00 - Enduring Understanding and Essential Questions (Meng)

2:00-2:30 - In groups, using the principle of backward design, select a theme, narrow it down to a topic, and develop your own statement of Enduring Understanding and Essential Questions

2:30 - 3:00  - Whole-group sharing in PPT format

3:00-3:15  - Break

3:15-5:00- Work with grade-level teams to continue to brainstorm your theme/topic, and to identify targeted vocabulary characters for your module.

6:00-7:30 - Dinner

9:00-9:30 - Strategies for enhancing literacy (reading 10- Yu and Pine) (Ya-Ching)

9:30-10:00 - Discuss AAPPL test for reading proficiency

10:00-10:30 - Discuss reflection responses

10:30-10:45 - Break

10:45-12 - In grade-level groups, (a) modify the 高考 text so that it is appropriate for students at your proficiency- and grade-level. As you are modifying the text, select 10 characters and 10 words for instruction. (Words can contain the target characters, previously learned characters, and/or pinyin.) Be ready to explain why you selected those characters and words for instruction. (b) Develop 2 tasks for students based on the modified text. Any task is acceptable EXCEPT translation of the text.  

12-1  - Lunch

1:00-2:00 - Share your modified texts and your tasks with the whole group in PPT format.

2:00-3:00 - Work on final modules

3:00-3:15 - Break

3:15-5:00 - Continue work on final modules

6:00-7:30 Dinner

Evening

9-10:15- Grade-level groups work on final modules.
10:15-10:30 - Break
10:30-12:00 - Grade-level groups continue working on final modules.
12:00-1:00 - Lunch

1:00-4:00- Grade-level groups continue working on final modules.
3:00-3:30 - Break - GROUP PHOTOS - assemble in courtyard
3:30-4:00- continue working on modules
4:00-5:00 - Grade-level groups share progress with whole group
6:00- 7:30 - Dinner
Evening

9-10:15 - Breakout sessions by grade-level groups to work on modules
10:15-10:30 - Break
10:30-11:30 - Microteaching: Group 1 presentation of module-in-progress
11:30-12:00 - Whole group discussion of Group 1 presentation using Read-On observation checklist (Meng leads discussion)
12:00 - 1:00 - Lunch
1:00-2:30 - Breakout sessions by grade-level to continue work on modules
2:30-2:45 - Break
2:45-3:45 - Microteaching: Group 2 presentation of module-in-progress
3:45-4:15 - Whole group evaluation of Group 2 presentation using Read-On observation checklist (Meng leads discussion)
4:15-5:00 - Breakout sessions by grade-level to continue work on modules
6:00-7:30 - Dinner
Evening

July 29, Day 8
(Site Visit)

9:00 -10:00 - Breakout sessions by grade-level teams to continue working on modules.
9:45- Take your own break between 9:45 and 10
10:00-11:00 - Site visit team interviews participations in grade-level teams
11:00-12:00 - Microteaching: Group 3 presentation of module-in-progress
12:00-12:30  - Whole group discussion of group 3 presentation using Read-On observation checklist
12:30-1:15 - Lunch
1:15-2:15 -Microteaching: Group 4 presentation of module-in-progress
2:15-2:45 - Whole group discussion of Group 4 presentation using Read-On observation checklist
2:45-3:00 Break
3:00-5:00 Continue work on modules in grade-level teams.
6:00-7:30 - Dinner
Evening
Continue work on modules in grade-level teams.

9:00-12:00 - Breakout sessions by grade-level teams to continue working on modules
10:15-10:30 - Break
12:00-1:00: Lunch
1:00-2:00 Microteaching:  Group 1 presentation of module
2:00-2:30 Whole group discussion of Group 1 presentation using Read-On observation checklist
2:30-2:45 - Break
2:45-3:45 - Microteaching: Group 2 presentation of module
3:45-4:15 - Whole group discussion of Group 2 presentation using Read-On observation checklist
4:15-5:00 - Continue working on modules
6:00-7:30 - Dinner
Evening
Continue work on modules in grade-level teams.

9:00 -10:30 - Breakout sessions by grade-level teams to continue working on second task
10:30-11:30 - Microteaching: Group 3 presentation of module
11:30-12:00 - Whole group discussion of Group 3 presentation using Read-On observation checklist.
12:00-1:00 - Lunch
1:00-2:00 - Breakout session by grade level teams to continue working on modules
2:00-3:00 Microteaching: Group 4 presentation of module
3:00-3:15 - Break
3:15-3:45 - Whole group discussion of Group 4 presentation using Read-On observation checklist.
3:45-5:00 - Various program evaluations