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6) Evaluation of teaching and learning performance. 7) Teaching portfolio, documentation of each presentation as entries in an emerging teaching portfolio. 8) Developing a study partnership TENTATIVE. 9) Composing a term paper ( 8-10 pages ) or teaching methods portfolio. Students will work individually to recount the story in the storytelling notebooks.Good copies will be shared with grade 4/5 split class. Part 4: Math Inquiry (Ongoing) Create a Venn Diagram for how beavers and moose use the pond. Chart the students’ favourite habitats and favourite pond animals. A shot list will allow you to start organizing your visual story. This process will require you to make make decisions. The organization of this detail is a crucial step in the process leading to production.

The Europeanperspective

The “Common EuropeanFramework of Reference for Languages: Learning, teaching, assessment” (CEF)(1) saw the light in its French and English versions in 2001, the European Yearof Languages. It was translated later into more than 20 languages.

1. UNIT 4: ICT for the teaching of English. UNIT 6: The European Portfolio for Student Teachers of Languages. 4.4 STORYTELLING.
2. The teaching team at this Brooklyn middle school developed this unit to address gaps in students' written and verbal analytical skills, which were revealed by data from the 2013 Fall ARTS ACHIEVE. Performance Assessment.

The CEF describes in acomprehensive way what language learners have to learn to do in order to use alanguage for communication, and what knowledge and skills they have to developso as to be able to act effectively. It also defines levels of proficiencywhich allow learners’ progress to be measured at each stage of learning, and ona life-long basis.

Theapproach used in this document is an action based approach .Language use,embracing language learning, comprises the actions performed by persons who asindividuals and as social agents develop a range of competences, both general andin particular communicative languagecompetences. They draw on the competences at their disposal in various contexts under various conditions and under various constraints to engage in language activities involving language processes to produce and/orreceive texts in relation to themes in specific domains, activating those strategieswhich seem most appropriate for carrying out the tasks tobe accomplished. The monitoring of these actions by the participants leads tothe reinforcement or modification of their competences.

The CEF promotes the use of the language portfolio. What is theportfolio? This instrument is a way of recording the experience of learning alanguage. It has three main objectives:

Storytelling Unitms. Schrader's Teaching Portfolios

a)to promote a life-long learning;

b)to give a control of the linguistic abilities that is recognizedinternationally;

c)to promote a socio-cultural conscience and a tolerant attitudetowards other cultures and languages

Each pupil will have his or her portfolio that will accompany himor her during the whole learning process.

The European Language Portfolio consists of three elements:
The Language Passport

It offers a general perspective of the linguistic abilities ofeach pupil in one or more languages. It includes the linguistic competence inthe four skills and it includes elements of self-evaluation and evaluation madeby the teacher, as well as any certificate the pupil has acquired during his orher learning process.

The LinguisticBiography

This instrument wants the pupil to evaluate the learning process.It also wants a reflection on it so that pupils can plan their future learning.It encourages pupils to think what they can do in the foreign language and itincludes information about the linguistic and cultural experience acquired inand outside the school. It finally pretends that the pupil recognizes that he orshe can understand and speak the foreign language.

The Dossier

The dossier contains the practical work that illustrates theachievements indicated in the language passport and linguistic biography.

We have recently publishes a series for English for Primary (2)where we have tried to produce a practical version of the portfolio so thatteachers and pupils in Spain can use it without difficulty. We tried tofamiliarize them so they can use them in the future in Secondary Educationbecause we think that they will be a general tool in a couple of years. We alsothink it is an important tool for the secondary education teachers who willknow exactly what their students have done in the previous courses.

In our version of the portfolio we have included several elementswe think that are important for a primary school learner. First of all itincludes a proposal of the language that has been taught and learned. Thisproposal that the pupils have to tick comes in sentences that begin with “Iknow....” We also give them a record sheet where they can select the languagethe use more or they like most. Here we emphasize that the language they havelearnt is the language they can use.

There is a section where they can record the additional activitiesthey have done as well as the projects they have done with their teachers andexceed the English class.

Apart from thedifferent skills and linguistic abilities we have incorporated aself-evaluation sheet and a learning strategies record sheet that we includebelow:

It is important theyoung learner has an opportunity to think about how the foreign language islearned.

In general, we thinkthat this new approach to collecting data for teachers and learners willimprove the quality of the teaching and learning in all European countries.

References

(1)European Commission (2002), CommonEuropean Framework of Reference for Languages. Brussels

(2)Bazo, Peñate et al (2005), CoolKids, Oxford University Press. Series for Primary Education.

• 2Steps of Retelling and Drama

Objective

Participants will be able to apply vocabulary teaching strategies with combining and implementing retelling and drama.

Storytelling Unitms. Schrader's Teaching Portfolio Allocation

Steps of Retelling and Drama

Storytelling Unitms. Schrader's Teaching Portfolio Lesson

The 1st Step: Interactive Storytelling

Keys to remember : instructors...

1. Know the story well enough to make its delivery smooth.
2. Select books for storytelling depends on the children's age, experience with storytelling, and classroom curriculum. (Younger preschool children benefit from simple versions of familiar folktales or short sections of informational books with few characters and events. Older children enjoy stories that include more events and well-developed characters).
3. make the telling sound natural

Storytelling Unitms. Schrader's Teaching Portfolio Assessment

Be sure to tell stories from many different cultures, including stories familiar to children. Parents are often the best storytellers.

The 2nd Step: Guided Book Acting (Guide Children as they retell or dramatize the entire story.)

First, instructors prepares children to retell or dramatize the story in Book Acting. They help children recall the events in the story, reviewing the entire story using the illustrations as support. Teachers might want to ask children to tell what happened first in the story. After children respond, teachers ask either clarifying questions or leading questions. They might ask for explanations or provide explanations themselves. Teacher help children recall the major events in sequence and the gist of characters' dialogue. For example, 'Why did the Troll let the first Billy Goat across the bridge?') 'How do you suppose that first Billy Goat felt as he crossed over the bridge right next to that Troll?'

The 3rd Step: Independent Book Acting

The final step in book acting is to provide opportunities for children to engage in book acting on their own during center activities. Children should be encouraged to reuse props to construct new stories using applying their own vocabulary.

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