Adapted Danielson Framework For Comprehension-Based World Language Classrooms
Based on Danielson, Clarcq
Domain 1: Planning and
In a TPRS®/CI course an observer will see the teacher:
(These are visible during professional development/planning/instruction and will demonstrate knowledge)
a. Knowledge of Content and
oMaintain slow, clear, comprehensible interaction in the target language.
oBe aware of & employ high-frequency structures and vocabulary in the target language.
oFrequently check for understanding.
oEngage students in responding to questions and commands.
oBe highly aware of students’ responses.
oModify interactions based on students’ responses.
oUse/Create (with students) mnemonic devices.
oConnect the topic of study/discussion to the students’ background, prior learning & interests
oConnect activities to prior activities and interactions.
oHave or seek sufficient knowledge of cultural topics in the target culture to share with students.
oIncorporate knowledge of people, places and practices of the target culture in lessons.
oEncourage students to convey when the lesson is too fast or incomprehensible.
oBe familiar with Stephen Krashen’s Theories of Language Acquisition
oParticipate in recent informational or training sessions in Comprehensible-Input Instruction.
b.Demonstrating Knowledge of
oSeek student information on a variety of topics (when appropriate)
o Integrate students’ interests into communication & stories.
oReflect students’ activities and culture.
oTake note of students’ academic & personal strengths & challenges.
oRead facial expressions, gestures and behaviors indicating that the student does not
comprehend. (“Teach to the eyes.”)
oProvide appropriate support for students as necessary during instruction and assessment.
c.Setting Instructional Outcomes
oBe aware of ACTFL proficiency levels as identified in the 2012 Proficiency Guide.
oBe aware of district/building/department goals for each instructional level.
oEmphasize input skills (Listening and Reading) particularly at the early levels.
oBe aware that language input skills (listening/reading) far outpace language production skills