Scope and Sequence 19 – Robert Harrell
Robert's response to his WL continues: As far as writing is concerned, delaying Written Presentational Communication as an emphasis does mean that students do no writing.
He Doesn't Understand
Here's a good level 1 script that can be embellished for upper levels. It's from Anne Matava: needs store/saleslady/man doesn’t understand Sebastian is on vacation in China. He needs a razor.
Laurie Clarcq in Massachusetts – March 13
I got this from Laurie. Laurie please remind me to post this once a week up to the registration cut off date of March 2nd: Hi
Scope and Sequence 18 – Robert Harrell
Robert's email discussing Scope and Sequence with his district World Languages representative continues with Robert's response to his WL rep, which was posted in the
Scope and Sequence 17 – Robert Harrell
Robert's email discussing Scope and Sequence with his district World Languages representative continues with a response. The man is wrong on his point. It is
We Can Dance!
Anybody who doesn't believe in America and in our potential to dance, and by extension I suggest that we can dance in our language classes
Scope and Sequence 16 – Robert Harrell
Robert's email discussing Scope and Sequence with his district World Languages representative continues: Rigor and Relevance are addressed at all levels by empowering students to discuss
Scope and Sequence 15 – Robert Harrell
Robert's email discussing Scope and Sequence with his district World Languages representative continues: 4. In the fourth year students expand their ability to communicate in all
Scope and Sequence 14 – Robert Harrell
Robert's email discussing Scope and Sequence with his district World Languages representative continues: 3. In the third year students continue developing oral language through interpersonal and
On Transitioning an Entire Department Towards CI/TPRS
This is from John Piazza: Ben, I came across this article by Mike Peto on transitioning a department toward an CI approach. Among the very helpful advice