General caution for new people. The reason we do stories is to set up reading. Reading is our big gun. We do lots of fun CI but it is all to set up we a text. You can follow a precise and detailed reading sequence that can last up to three weeks (in which not all the parts of it are purely about reading) by using Reading Option A (ROA). Use ROA for stories.
Or you could use Read and Discuss to read a chapter book. See the categories for ROA and R and D if you are new to them. It’s all up to you what you use when. But remember that TPRS is about reading. Don’t think that comprehensible input instruction is all about stories. Plan your instructional time accordingly.
To summarize: Steps 1 and 2 of TPRS set up Step 3 of TPRS. The big gains come from reading. I am up to 60% reading and 40% auditory CI.
I asked a student today how he thought he was able to read a pretty complex text without a dictionary, for someone with only two months of French under his belt, and he tossed the question off with, “Oh I heard the story. It was easy since I heard the story.”
On the other hand, a rock star student, whom I thought could easily handle any level of instruction, returned to a reading class from a one (block) class absence wherein she missed the story. She was lost.
That’s how it works.