Ben Slavic

For those looking for some curriculum docs that match up with elementary CI, we have these from Alisa: Elementary Spanish grades 1-4: https://docs.google.com/document/d/1K9iU1fxXePbdFFSehT4wSn6TnaDAKK0W0ZW_JL2H6Sc/edit?usp=sharing Spanish Grades 5-6: https://docs.google.com/document/d/1GHq68aUbDAI1JaMhNaBBYSbpV2LzVKAg_wukNDn__0E/edit?usp=sharing Spanish grade 7: https://docs.google.com/document/d/1oHuxXjikm1mQk0hdCFTf85vvoaFbWqcqaQI0eBvtKwU/edit?usp=sharing Spanish Grade 8: https://docs.google.com/document/d/1FGEqvu5tQcmcMsY2Q2QiJfmOYAIW3F79Q7t4OcboiO8/edit?usp=sharing

Lisa asks: Hola Ben, I’m really interested in TPRS and CI. I teach PreK-3rd grade. I see my children 2/week. The wee ones for 30 mins, the older ones for 45. I’m not a traditional methods teacher w/pen and paper or a text book. I make up my own curriculum and roll with it. We

If you look at this video of our Alisa teaching her very young kids, I suggest you turn off the sound: What do you notice? I notice that Alisa encourages, as much as possible, freedom of physical movement by the kids. The kids need to move at that age, and she allows that, without “losing”

When you have visitors, you may want to consider having the kids go around and explain their jobs to your guests, esp. the key jobs: videographer, professeur 2, artists, storywriter, story driver They will describe what they do in class with obvious pride, like someone explaining to a visiting dignitary what they do in a

Jeff Easthon wrote this one for his level 3 class: Easthon script The Interview

A repost from 2013, found by Betty. I had some fire going on in my attitude that year: We need to make a new category that answers this question: What specific resources do we have to deal with administrators who AREN’T going to be swayed by any amount of research and who rather rudely come

From Sean: Students pair up and lay a pencil between both of them. Teacher says a statement. If the statement is true, students try to grab the pencil first. It’s best to demonstrate this activity with two volunteers in the front of the room first.

Mila just joined our group, and read A Natural Approach to Stories over the holidays. She took over for a teacher who left at the semester break and is just in her fourth day of teaching in this non-targeted way. Here is her report: My classes are small so the day after Card Talk they

Why not just teach half the class period traditional and half CI? The reason I say that is because the yapping is just too stupid in some buildings. Now, if the department/school wants CI, that’s great. They won’t hassle you. But it just seems to me so simple to split it evenly and be done

I got this from Leigh Anne. It is pretty cool: Hi Tina and Ben, Hope you both are well! I am deliriously happy, professionally, having seen great results this week at Final Exam time. I so appreciate what you do for us WL teachers, and our students. So, kudos to you and Tina! So, the

Q. It seems that every year I have an annoying group, a clique of about four students who just won’t stay quiet. They’re not mean kids, and often they are very bright, but they visit too much. Ideas? A. It is advised that we do not implement a seating chart until about the third or

Tina and I finished the book and it is gone to the publisher but we still have to finish the appendices. We’ve both been under a rock with all of it for a long time. I was thinking about this new book. It’s not like anything I’ve ever written because it actually represents a curriculum