Bob Patrick in a comment today suggested some possible additions to beef up the reading sequence found at this link:
https://benslavic.com/blog/wp-admin/post.php?post=9482&action=edit
They are found as optional reading steps 1 and 8 below:
Option A for the W/Th class:
1. Write on the board, in L2: the title of the story, and the words who, where, what happens, what is the problem? Then tells the students very quickly, those things, in L2. (optional)
2. Silent reading, decoding of the first page of the three page prepared text (usually a generic version of five classes’ stories). (optional)
3. Pair work to translate.(optional)
[note: some classes can’t handle steps 2 and 3 above and should not be allowed those options]
4. Choral translation using laser pointer.
5. Discussion of text in L2.
6. Discussion of grammar in L1 (3 and 4 may interweave)
7. French choral and individual work on accent – this can be a very special time as we finally are able to hear, after a year and a half of constant input and relatively little verbal output, how our students’ brains have organized the language in the now emergent output. We notice how well they pronounce the language IF the output wasn’t too early. (optional)
8. 5 minute write of the story, in which the students answer the questions: who, where, what happens, what is the problem. 5 minute write of the story, and he urges them to use the questions: who, where, what happens, what is the problem. (optional)
9. Sacred reading of the text – after 4 class periods of either listening or reading input, the students know the material. So, to conclude, read it to them with meaning, dramatic tone, artistry, in a quiet, sacred kind of setting. One teacher read it with such drama that the kids told her she should have been an actress. I generally do this step without the text in front of the students. They are really pleased when they can understand it. (optional)
10. Translation quiz – pick any paragraph from the reading and have the students translate it into English for a quick and easy grade.
[credit – steps 1 and 8 above: Bob Patrick]
Put in simpler terms, with less steps, the above can essentially be described in this way:
1. get something to read up on the screen.
2. translate it with the class chorally after they spend five minutes or so trying to read it themselves (or in pairs if your kids have enough discipline to work effectively together for five minutes (this is rare).
3. ask questions in L2 about the text, pointing out grammar.
4. Take a deep breath and say to yourself, “This CI stuff is easy if I work from a reading first. I can learn about stories and personalization on a deeper level next summer, or never.”