This powerful image of how CI instruction really works is from our PLC member Liam O’Neill. As with all comments that are too important to allow to scroll into the past, I am making this into a separate article with its own category. I know there are lots of categories, too many really, but if […]
It’s just so very easy, if you don’t like the nervousness of stories, to teach from a novel using the Read and Discuss Technique. If you are feeling the stress of stories, read on: I suggest five stages in R and D: Stage 1 – translate a paragraph with the kids. This is straight CHORAL translation. Never
If we just teach words, in lists, and have the kids write them down, it does nothing. It wastes time. That is because, if words are to be alive, they need roots and stems and leaves and connections to other plants and insects and, especially, they must find connection to the nourishment given in the
I don’t know if I published this or not yet. Kate sent it in February. I think I did publish it. But I am doing so again now so we can keep the point that Kate brings to the table in our minds and never forget it as we continue to retool. I remember that this is
A repost from Jody from last May: I have never been an advocate of “allowing two words” (but, of course, I allow them, just not as a policy. My policy is “Speak the TL”). My younger kids have zero discretion with a rule like “Two Words”. For them, two words might as well be ten
The following comment from Lynn, written in January, appears again here as a blog post because it is a great reminder about discipline. Now at the beginning of the year we absolutely need to remember to do exactly what she says below. No amount of skills at doing TPRS/CI can overcome the need to do
MB sent this link, along with the question: What is to become of US – public school teachers if this student wins this case? http://news.yahoo.com/lehigh-university-student-got-c-now-seeks-1-124956605.html
